THE ROLE OF STUDENT VOICE IN A QUALITATIVE STUDY ON EARLY COLLEGE HIGH SCHOOL PRINCIPALS

Abstract

This paper examines the role student voice played in a study that examined three principals at schools that participate in the early college high school (ECHS) initiative. Democratic leadership (Dewey, 1916; Rusch, 1995) and social justice leadership (Freire, 1970; Brown, 2006) provide conceptual lenses for the study. Data is drawn from three student focus groups that focused on how ECHS principals promote student success. Results show that students at one school believed their voice was stifled and the principal valued achievement over creating meaningful relationships with students. However, students at the other two schools felt empowered to be active participants in school improvement processes. These findings are relevant as the ECHS initiative expands nationally into high schools that normally might not include students in decision making and school improvement processes. Findings are also relevant because practical research on student voice and leadership is needed.