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035 a| (Sirsi) o1381679028;

035 a| (OCoLC)1381679028;

043 a| a-ko---;

049 a| EREE;

090 a| LC212.93.K6;

100 1 a| Lapp̌, Gina,e| author.?| UNAUTHORIZED;

245 10 a| They're speaking gender identity, agency, and belonging in an international middle school /c| by Gina Lapp̌.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2023.;

300 a| 1 online resource (295 pages) :b| illustrations (some color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 4.286 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2023.;

500 a| Presented to the Faculty of the Department of Educational Leadership;

500 a| Advisor: Matthew Militello;

500 a| Title from PDF t.p. (viewed June 3, 2024).;

520 3 a| The purpose of the study was to better understand how international school middle school teachers can help cultivate a student's sense of belonging by creating a space for students to explore factors shaping their gender identity. The Participatory Action Research (PAR) study took place at an international school in South Korea that enrolls primarily local Korean students. A group of eight Grade 6 students volunteered as the study group. Through Community Learning Exchanges (CLEs), one-on-one and group interviews, and reflection activities the students identified factors that shaped their gendered identity and how it was expressed, or not, at school. Their stories revealed the following four findings: (1) The Influence of Context, (2) The Role of Relationships, (3) The Importance of Language and Culture, and (4) The Power of Elevating Student Voice. As a result of their participation in the PAR project they demonstrated increased agency, taking action to enact positive change in their community by designing and leading an advisory lesson for their peers, which focused on gender inclusion. The study findings indicate that educators can support students in cultivating a sense of belonging at school by elevating student voices within dialogue-driven spaces designed to explore topics of identity and agency at school. The study has implications for intentional school leaders and researchers interested in learning from students how to better honor diverse identities and support students to cultivate a strong sense of belonging at an international school.;

504 a| Includes bibliographical references.;

650 0 a| Gender identity in educationz| Korea (South)=| ^A518077;

650 0 a| Teacher-student relationshipsz| Korea (South)=| ^A11389;

650 0 a| International schools.=| ^A1000422;

650 0 a| Middle school studentsz| Korea (South)x| Attitudes.=| ^A560695;

653 a| Student voice;

653 a| participatory action research;

653 a| student agency;

653 a| sense of belonging;

653 a| dialogue and learning;

700 1 a| Militello, Matthew,e| degree supervisor.=| ^A1009081;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/12816;

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994 a| C0b| ERE;

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999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6143689-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/9/2023x| ETDz| JERESOURCE;

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They're speaking gender identity, agency, and belonging in an international middle school / by Gina Lapp̌.

Author/creator	Lapp̌, Gina author.
Other author	Militello, Matthew, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2023.
Description	1 online resource (295 pages) : illustrations (some color)
Supplemental Content	Access via ScholarShip
Subjects	Gender identity in education--Korea (South). Teacher-student relationships--Korea (South). International schools. Middle school students--Korea (South). --Attitudes.

Summary	The purpose of the study was to better understand how international school middle school teachers can help cultivate a student's sense of belonging by creating a space for students to explore factors shaping their gender identity. The Participatory Action Research (PAR) study took place at an international school in South Korea that enrolls primarily local Korean students. A group of eight Grade 6 students volunteered as the study group. Through Community Learning Exchanges (CLEs), one-on-one and group interviews, and reflection activities the students identified factors that shaped their gendered identity and how it was expressed, or not, at school. Their stories revealed the following four findings: (1) The Influence of Context, (2) The Role of Relationships, (3) The Importance of Language and Culture, and (4) The Power of Elevating Student Voice. As a result of their participation in the PAR project they demonstrated increased agency, taking action to enact positive change in their community by designing and leading an advisory lesson for their peers, which focused on gender inclusion. The study findings indicate that educators can support students in cultivating a sense of belonging at school by elevating student voices within dialogue-driven spaces designed to explore topics of identity and agency at school. The study has implications for intentional school leaders and researchers interested in learning from students how to better honor diverse identities and support students to cultivate a strong sense of belonging at an international school.
General note	Presented to the Faculty of the Department of Educational Leadership
General note	Advisor: Matthew Militello
General note	Title from PDF t.p. (viewed June 3, 2024).
Dissertation note	Ed.D. East Carolina University 2023.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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They're speaking gender identity, agency, and belonging in an international middle school / by Gina Lapp̌.

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