{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/129941"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/129941","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"If love were to guide us: the story of Fred Hampton High School’s quest for building bridges of belonging for Black students","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-20 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-20 without embargo terms","abstract_has_math":false,"creators":["Randolph, Dillin E."],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Roegman, Rachel","Herrmann, Mary Beth","Pak, Yoon","Rodriguez, Gabriel"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-07-17","date_published":"2025-07-17","updated_at":"2026-07-22T22:25:06Z","subjects":["Black Student Belonging","School Leadership And Race","Student Voice","Critical Race Theory In Education","Equity","Racial Equity","High School","Love Were To Guide Us","Fred Hampton","Fred Hampton High School","Belonging","Black Students"],"languages":["en","eng"],"rights":["Copyright 2025 Dillin Randolph"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/129941","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Roegman, Rachel","Herrmann, Mary Beth","Pak, Yoon","Rodriguez, Gabriel"]},{"key":"dc:creator","label":"Author","values":["Randolph, Dillin E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-07-17","2025-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Black Student Belonging","School Leadership And Race","Student Voice","Critical Race Theory In Education","Equity","Racial Equity","High School","Love Were To Guide Us","Fred Hampton","Fred Hampton High School","Belonging","Black Students"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 Dillin Randolph"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/129941"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-20 without embargo terms","The student, Dillin Randolph, accepted the attached license on 2025-07-14 at 13:40.","The student, Dillin Randolph, submitted this Dissertation for approval on 2025-07-14 at 13:58.","This Dissertation was approved for publication on 2025-07-17 at 10:55.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22547 on 2025-10-20 at 20:15:13","This action research study investigates how Black students experience and make sense of belonging at Fred Hampton High School, a suburban Illinois school known for its racial equity initiatives. Drawing on Critical Race Theory and using Safir and Dugan’s (2021) street data framework, the study centers the voices of Black students through focus group interviews to understand the systemic, interpersonal, and cultural barriers they face. Key themes include racial microaggressions, symbolic leadership, inequitable disciplinary practices, and lack of authentic representation. Despite the school’s reputation for diversity and strong racial equity work, the findings demonstrate the factors that explain why Black students report the lowest sense of belonging among all racial groups at Fred Hampton High School. Contributing factors include performative equity practices and administrative inaction. This study highlights students’ critiques of Hampton’s school culture and offers practical, student-informed recommendations for fostering an inclusive racial climate. By using storytelling as both a methodological and theoretical tool, this research aims to disrupt deficit narratives, promote student agency, and reimagine what is possible when school transformation is guided by love."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["If love were to guide us: the story of Fred Hampton High School’s quest for building bridges of belonging for Black students"]}]}],"canonical_facts":{"dc:contributor":["Roegman, Rachel","Herrmann, Mary Beth","Pak, Yoon","Rodriguez, Gabriel"],"dc:creator":["Randolph, Dillin E."],"dc:date":["2025-07-17","2025-08"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-20 without embargo terms","The student, Dillin Randolph, accepted the attached license on 2025-07-14 at 13:40.","The student, Dillin Randolph, submitted this Dissertation for approval on 2025-07-14 at 13:58.","This Dissertation was approved for publication on 2025-07-17 at 10:55.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22547 on 2025-10-20 at 20:15:13","This action research study investigates how Black students experience and make sense of belonging at Fred Hampton High School, a suburban Illinois school known for its racial equity initiatives. Drawing on Critical Race Theory and using Safir and Dugan’s (2021) street data framework, the study centers the voices of Black students through focus group interviews to understand the systemic, interpersonal, and cultural barriers they face. Key themes include racial microaggressions, symbolic leadership, inequitable disciplinary practices, and lack of authentic representation. Despite the school’s reputation for diversity and strong racial equity work, the findings demonstrate the factors that explain why Black students report the lowest sense of belonging among all racial groups at Fred Hampton High School. Contributing factors include performative equity practices and administrative inaction. This study highlights students’ critiques of Hampton’s school culture and offers practical, student-informed recommendations for fostering an inclusive racial climate. By using storytelling as both a methodological and theoretical tool, this research aims to disrupt deficit narratives, promote student agency, and reimagine what is possible when school transformation is guided by love."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/129941"],"dc:language":["en","eng"],"dc:rights":["Copyright 2025 Dillin Randolph"],"dc:subject":["Black Student Belonging","School Leadership And Race","Student Voice","Critical Race Theory In Education","Equity","Racial Equity","High School","Love Were To Guide Us","Fred Hampton","Fred Hampton High School","Belonging","Black Students"],"dc:title":["If love were to guide us: the story of Fred Hampton High School’s quest for building bridges of belonging for Black students"],"dc:type":["text"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:06Z"}