Theses and Dissertations

ORCID

https://orcid.org/0009-0000-9895-4969

Advisor

Hampshire, Patricia

Committee Member

Franz, Dana

Committee Member

Nicholson, Janice

Committee Member

Fondren, Kellie

Date of Degree

5-10-2024

Original embargo terms

Embargo 1 year

Document Type

Dissertation - Open Access

Major

Curriculum & Instruction (Special Eduction)

Degree Name

Doctor of Philosophy (Ph.D)

College

College of Education

Department

Department of Teacher Education and Leadership

Abstract

This case study aimed to understand adolescent Black girls’ response when becoming angry as related to verbal and physical aggression. The study focused on the triggers for anger of 7 Black girls, current strategies in place at the school to help manage their anger and aggression, and it sought to determine if the girls were able to recognize when they became angry. This information is of importance because the school suspension rate has increased for Black girls (Morris, 2013), and there are limited studies to help them manage their anger in order to feel accepted in schools, develop relationships in schools with teachers and administrators, and to perform better academically. This study used qualitative methods to acquire knowledge of why elementary age Black girls became angry and aggressive in a rural educational setting. The researcher studied anger triggers through usage of anger logs, focus groups, structured interview questions, teacher surveys, and observations. In utilizing these methods, the researcher was able to determine that the girls’ triggers to anger aligned with current research and that there were minimal strategies to help manage anger and aggression in the school setting. The data also help to shed light on how the girls felt at school. The research reveals the need for Black girls to feel safe and accepted in schools, therefore implicating the need for interventions that address the needs of Black girls with anger and aggression concerns. This research also suggested ways to improve school climate in order to foster stronger staff student relationships among Black girls and school staff. Finally, this research shed light on programs that could benefit Black girls in schools to help them feel a sense of belonging.

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