Date of Award


Document Type


Degree Name


Organizational Unit

Morgridge College of Education, Educational Leadership and Policy Studies

First Advisor

Lolita Tabron

Second Advisor

Doris Candelarie

Third Advisor

Johnny C. Ramirez


Abolition, Healing justice, Social justice, Transformational resistance, Youth development, Youth voice


The aim of this study is to critically examine how youth resist whitestream school policies and foster educational change through community sociopolitical youth-development organizations. The methodology for this study is a qualitative case study (Fraenkel & Wallen, 1990; Merriam, 1988), as I am focused on participant perceptions and experiences, and how they make sense of their resistance experience through participation in sociopolitical youth development organizations like Youth for Social and Political Activism (YSPA). In total, eight participants spoke about their racial identity through their lived experiences in public school and YSPA programming.

The data and analysis are presented in the non-evaluative and transparent collective response of testimonios, organized by research question using quotes from the data. To express the findings of the present research, a collective testimonio—also known as a polyphonic testimonio—highlights the lived experience of many (Kiyama, 2017). I highlight five themes as foundational pillars to ways youth resistance is evolving: power and voice, white supremacy, healing justice, resistance, and abolition. Further, this study offers recommendations for ways policymakers, district leaders, and community organizations should employ youth voice in creation and development of policy at all levels of governance.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Tracie Trinidad


Received from ProQuest

File Format




File Size

173 pgs


Education policy, Education, Educational administration