Addressing Haitian High School Students’ Educational Challenges Through Their Self-Cultural Awareness

Author

• Gregory Louis, Lynn University

Date of Award

8-12-2026

Document Type

Dissertation

Granting Institution

Lynn University

Degree Name

Doctor of Education (Ed.D.)

Degree Program

Educational Leadership

Department

College of Education

First Advisor

Dr. Susan Saint John

Second Advisor

Dr. Jennifer J. Lesh

Third Advisor

Dr. Linda Jordan

Abstract

The study is grounded in the understanding that culturally responsive education practices can promote academic success and empower students to navigate multiple cultural contexts. A review of literature highlighted the complexities of Haitian students' educational experiences, the impact of cultural identity on academic achievement, and the need for further research on this topic.

The research employed in-depth, semi-structured interviews with Haitian high school students and their parents to gather data on their experiences, perceptions, and attitudes towards education and cultural identity. The study aimed to contribute to a deeper understanding of the educational experiences of Haitian students and inform strategies for promoting culturally responsive education practices.

Comments

To protect privacy and copyright, this dissertation may have been edited to redact pages, personal information, and/or signatures. For a complete, unedited version of the volume, please contact the University Archives.

Recommended Citation

Louis, G. (2026). Addressing Haitian High School Students’ Educational Challenges Through Their Self-Cultural Awareness [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/466