Murray State Theses and Dissertations

Abstract

School students, especially high school students, are constantly bombarded with stressful and potentially harmful environments, news, and experiences. Students who are from immigrant or minority communities are especially susceptible in a school system that does not completely comprehend their conditions and needs. This research explores high school students' perception of prejudice within their learning environment, to capture a snapshot of how these biases are understood and recognized across various racial and gender categories. The main problem highlighted was the marginalization and the rejection that can result from ignorant, prejudicial attitudes and practices within schools, which can negatively affect student safety, well-being, behavior, and academic achievements. The findings of this study are intended to contribute to the creation of a safer, more inclusive school system in the state of Kentucky. The significance of this study lies in its innovation for professional development for teachers, administrators, and policy creators to design a curriculum framework focused on diversity and anti-prejudice, and to align with the Kentucky Department of Education's vision for equitable learning environments. By examining student perceptions through the lens of Behavioral and Social Cognitive Theories, this research aims to disrupt unchecked prejudice and foster a school climate where all students feel safe.

Year manuscript completed

2025

Year degree awarded

2025

Author's Keywords

high school students, prejudice, innovation, diversity, teacher training, school safety, educational leadership

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Brian Bourke

Committee Member

Holly Bernard

Committee Member

Mardis Dunham

Document Type

Dissertation

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Available for download on Friday, December 25, 2026

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