Date of Award

8-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Executive Leadership

First Supervisor

Dr. Daniele Lyman-Torres

Second Supervisor

Dr. Vicky Ramos

Abstract

The academic plight of Black and brown youth who enter the United States juvenile justice system is well-documented. Their likelihood of graduating from high school decreases, while the likelihood of dropping out and being further involved with the justice system increases. Although many factors contribute to this conundrum, this study explored the relationship between the public education system and the juvenile justice system. Using an adaptive leadership theoretical framework, this transcendental phenomenological study sought to ascertain the perspectives of administrators working in public high schools as well as those working in juvenile detention facilities across New York State. Through semi-structured, individual interviews, this study examined leadership practices and collaboration within and between the education and juvenile justice systems and its impact on educational outcomes of justice involved youth of color.

Findings from the study showed that the level of collaboration varied from the moment a youth of color entered the juvenile justice system to the time they returned to their home schools. Additional findings revealed that the highest levels of collaboration occurred during a youth’s time in the facility and the lowest levels during reentry. Moreover, findings suggested that administrators in both systems were easily able to detect challenges within their respective organizations but struggled to surrender their power to others. Furthermore, a connection between adaptive leadership behaviors and increased school engagement was highlighted. Lastly, the findings led to recommendations for administrators and executive leaders within both systems, governing bodies, as well as for practitioners interested in conducting further research on this topic.

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