Prospectus extraction nainstitutiona

1. Prospectus Extraction
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Prospectus Extraction
Introduction
The modern learning environment is increasingly becoming
diverse. In this respect, students from different cultural, ethnic,
religious, and racial groups participate in the learning process.
Consequently, educators are encountering challenges of meeting
the learning needs of individuals from divergent cultures and
values (Boberg & Borgeois, 2016). In light of the above, many
studies have attempted to explore the relationship between
cross-cultural experiences in the learning environment.
However, there is still a scarcity of knowledge on its impact on
leadership development and academic performance. Thus, there
is a need to explore this relationship using qualitative research
methods.
The recommended total length for this section is one paragraph.
· Identify the dissertation topic.
The Influence of Cross-cultural experience on Student
Leadership Capacity Development and Academic Achievement
· State whether the study is quantitative or qualitative.
Qualitative

2. · Describe how the study extends prior research or fills a “need”
or “defined gap” from the current literature.
This study investigates how student leadership and academic
outcomes can be improved in culturally-diverse K-12 schools
through customization of curriculum and co-curriculum
activities according to the identified needs of the students in
such schools. Challenges remain concerning addressing
diversity-associated cultural challenges in learning institutions.
Current studies have focused on leadership in culturally-diverse
learning institutions with an emphasis on administrative
leadership while little attention has been given to student
leadership and academic attainment in culturally-diverse K-12
schools (Normore et al., 2019). Therefore, there has been a gap
in the literature on the approaches that can be used to improve
student leadership and academic outcomes in culturally-diverse
K-12 schools (McClean et al., 2019). As such, this study seeks
to address the challenges by exploring ways through which
education can create appropriate strategies that can significantly
improve inclusivity and stakeholder equity in diverse learning
institutions.
The results of the prior empirical research on the topic of
inclusivity reveal that intercultural competency has grown in all
economic, academic, and other fields owing to the increasing
rate of interaction between people from different geographical
regions due to globalization. Unfortunately, inequality,
discrimination, and hate still exist in learning institutions
especially against minority students, which impact their
leadership development, as well as learning experience and
outcomes. The findings also indicate that positive attitudes,
ethical behaviors, and culturally-inclusive policies integrate to
enable professionals to work in harmony in culturally diverse
settings (Briggs et al., 2019). Therefore, it is crucial to promote
policies and behaviors that accommodate diverse cultures in
culturally diverse learning institutions.
Societal needs and challenges vary across cultures and regions
depending on a variety of factors including socioeconomic

3. conditions, attitudes, and general support from community
stakeholders such as governmental and non-governmental
organizations (Smith et al., 2019). Furthermore, the promotion
of a culturally inclusive society led by responsible leaders
begins with the cultivation of cultural inclusivity among school -
going individuals (Ylimaki and Brunderman (2019). As such, it
is crucial to push for cultural inclusivity not only in the
community but also in schools to improve cross-cultural
interactions regardless of the behaviors and stereotypes
associated with different cultures. Education stakeholders such
as school administrators, teachers, and parents have to play key
roles in pushing for cultural inclusivity and equality in school
and at the community level so that students in culturally-diverse
K-12 schools can follow their example.
Background of the Problem
The background section explains both the history and the
present state of the problem and research focus.
The recommended total length for this section is two to three
paragraphs.
· Identify the “need,” or “defined gap” for the research study.
Diversity issues among students in culturally diverse K-12
learning institutions have been studied by many researchers.
However, most of the studies conducted on leadership in
culturally diverse K-12 schools have mostly focused on
leadership regarding instructors, school heads and
administrators, and educational stakeholders rather than
leadership issues among student leaders in culturally diverse K-
12 schools (Genao, 2016). Boberg and Borgeois (2016)
acknowledge the lack of focus by researchers on cross-cultural
competencies among students, and how curricular and co-
curricular activities can be customized to promote student
leadership in culturally diverse schools. Engagement gaps such
as inequity and alienation among minority domestic and foreign
students have been studied within the context of administrative
leadership rather than student leadership (Genao, 2016). As
such, research on promoting student leadership and academic

4. attainment in culturally diverse K-12 schools ought to be
considered.
· Discuss how the “need” or “defined gap” has evolved
historically into the current problem or opportunity to be
addressed by the proposed study.
The gap of the need to apply curricular and co-curricular
activities to promote student leadership in K-12 schools has not
received attention since student leadership in culturally diverse
schools has been ignored in favor of other areas of concern
perceived to be more important such as educational attainment.
Ylimaki and Brunderman (2019) conducted a systematic review
and evaluated the literature on school leadership and found that
most of the relevant literature focuses on administrative
leadership and effective and humanistic education with an
emphasis on democracy in culturally diverse learning
institutions. Studies on cultural diversity in multicultural
learning institutions have evolved since previous researches
have focused on administrative actions that promote cultural
integration (Esen et al., 2019) In the 1980s, education research
in culturally diverse schools focused on leadership models such
as the instructional leadership models that can increase
students’ academic attainment (Esen et al., 2019). The trend led
to an interest in research on administrative leadership on
student performance in culturally diverse K-12 schools.
Nevertheless, studies on student leadership and academic
attainment in K-12 schools remain scares. In the past decade,
studies on student leadership and academic attainment have
focused on the effectiveness of different leadership models
including distributed leadership, administrative leadership,
intellectual leadership, student leadership, and distributed
leadership (Genao, 2016). Recent studies on diversity in K-12
schools have focused on discrimination against high-risk
minority students, cultural integration, academic performance,
and administrative and teachers’ roles in fostering cultural
cohesion (Esen et al., 2019). In this regard, McClean et al.
(2019), who also conducted studies on leadership dynamics in

5. K-12 schools suggests that there is a need to expand the scope
of research on student leadership and academic performance in
culturally diverse schools due to the scarcity of studies that are
focused on promoting student leadership and academic
attainment. As such, there has emerged a gap in diversity
studies in culturally diverse schools since most relevant
researches are centered on the promotion of equity, equali ty,
and cohesion among students in culturally diverse k-12 schools
(Mittermeier et al., 2018). This research seeks to fill the gap by
applying curricular and co-curricular activities to promote
student leadership in culturally diverse K-12 learning
institutions.
Theoretical Foundations
This section identifies the theory (-ies) or model(s) that provide
the foundation for the research. This section should present the
theory (-ies) or models(s) and explain how the problem under
investigation relates to the theory (-ies) or model(s). The
theory(-ies) or models(s) guide the research questions and
justify what is being measured (variables) as well as how those
variables are related (quantitative) or the phenomena being
investigated (qualitative).
The recommended total length for this section is one paragraph.
· Identify the theory (-ies), model(s) relevant to the variables
(quantitative study), or phenomenon (qualitative study).
Note: quantitative studies should have a theory for each
variable.
The Boundary-Breaking Leadership Development Model
(BBLDM)

6. Leadership Development and Academic Performance
Cionstructing meaning
Providing forum for discussion
Validation of personal knowledge
Generative Approach to learning
Sense of community
Growth of a counterculture
· Describe how the theories relate to the research problem.
The Boundary-Breaking Leadership Development Model
(BBLDM) is a framework that promotes education across
international settings due to its potential to overcome the
challenges associated with gender, culture, nationality, or
ethnicity in diverse educational settings. The model focuses on
several aspects within the educational context including
leadership development, generative learning, creation of
discussion forums that promote diversity, sense, and
responsibility for the community, and cultivation of respect, and
ethical and collaborative spirit (Tomlinson, 2013). The BBLDM
can be applied to foster unity through collaboration among
students with diverse characteristics. The second model is the
education administration theory that stipulates that educational
administrators are incapable of becoming a science (Oplatka &
Arar, 2016). This theory can be used to identify administrative
impediments that obstruct effective student leadership in
culturally diverse schools and the creation of strategies that can

7. promote student leadership in culturally diverse schools.
Review of the Literature
This section provides a broad, balanced overview of the existing
literature related to the proposed research topic. It describes the
literature in related topic areas and its relevance to the proposed
research topic findings. It provides a short one-two sentence
description of each theme/topic, and it identifies the relevance
of the literature to the research topic supporting it with at least
one citation from the literature.
The recommended total length for this section is one to two
paragraphs.
· List the major themes or topics related to the study.
Progressive competency, cultural competencies, and ethical
attitude.
· Provide a short description of each theme/topic.
Numerous researchers investigate how progressive competency,
cultural skills, and ethical behaviors promote students’
academic outcomes. For instance, Sudker (2019) investigates
how cultural competencies impact student’s academic outcomes
in urban elementary schools (Sudler, 2019). Additionally,
Ticha, Abery, and Kincade (2018) examine how a set of ethical
attitudes, appropriate behaviors, and effective policies integrate
to promote effective professionals to work effectively in
culturally diverse educational settings. Furthermore, Jamellah
(2016) assesses the effectiveness of Teachers' Awareness of
Cultural Diversity and Academic Achievement in Ninth Grade
Academies and Senior High Schools. The Relationship between
Teacher Cultural Competency and Student Engagement
(Robinson, 2012). According to the cultural proficiency model,
cultural competence is progressive and includes six phases that
are associated with the ethnic relative and ethnocentric stages of
Bennett's model (Chen, 2014).
Student leadership skills in culturally diverse learning
institutions (Szeto & Annie Yan, 2018).

8. · Identify the relevance of each theme to the research topic
supporting each with at least one citation.
The themes are relevant to the topic in various ways. For
instance, cultural competency is one of the major indicators of
effective school leadership. Cross-culturally competent student
leaders can easily understand the needs of other diverse groups.
Additionally, the establishment of the right attitudes and
proficient behaviors goes a long way in promoting appropriate
leadership skills.
Problem Statement
This section includes the problem statement, the population
affected, and how the study will contribute to solving the
problem.
The recommended total length for this section is one paragraph.
· Copy and paste the problem statement from the dissertation.
It is not known if and to what degree cross-cultural experience
influences students’ leadership development and academic
performance. The relationship between cross-cultural curricular
and co-curricular activities and experiences, and student
leadership and academic performance is not clearly understood.
Nevertheless, curricular and co-curricular activities influence
student academic outcomes and leadership behaviors in diverse
K-12 learning institutions. The population of concern is K1-12
students in Los Angeles County school district; the sample
consists of 15 students and five teachers from 5 District schools
with students from diverse cultural backgrounds from grade 9-
12 in Santa Clarita, California. Girls and boys in different grade
levels will be included in the study. The preferred schools are
those that offer cross-cultural enrichment programs such as
summer/winter exchange programs, and immersion programs.
· After reading this section, describe the magnitude and
importance of the problem, supporting it with citations from the
dissertation.
Student leadership development and academic achievements in
culturally diverse schools are very important indicators of
effective culture in K-12 schools. Student leaders in culturally

9. diverse schools are faced with the challenges associated with
diversity such as contempt and intimidation, which can impact
mental, emotional, and social health apart from low academic
attainment (Allen, 2017). As such, culturally inclusive
curricular and co-curricular activities can be used to improve
social cohesion, which will in turn increase their academic
performance and positive leadership behaviors (Allen, 2017). In
this regard, it will be necessary to investigate how culturally
inclusive and appropriate curricular and co-curricular activities
influence student leadership behaviors and academic outcomes.
Research Question(s) and/or Hypotheses
This section narrows the focus of the study and specifies the
research questions to address the problem statement. Based on
the research questions, it describes the variables or groups and
their hypothesized relationship (for a quantitative study) or the
phenomena under investigation (for a qualitative study).
The recommended total length for this section is two to three
paragraphs.
· Copy and paste the research questions and from the
dissertation.
Effective student leadership development and academic
outcomes in culturally diverse K-12 learning institutions are
either boosted or derailed by cross-cultural behaviors depending
on administrative, parent, and teacher values, and appreciation
of cultural diversity (Tichá, Abery & Kincade, 2018).
Discrimination, hate, communication barriers, and culture-based
stereotypes are examples of preexisting barriers that impact
cohesion and cooperation in schools with students from diverse
cultural backgrounds. Since cohesion and cooperation is
essential for students’ social and academic growth, barriers that
affect cohesion and cooperation also impact student leadership
and academic outcomes (Sudler, 2019). As such, emphasis on
intercultural skills among education stakeholders is necessary
so that students in diverse learning institutions can appreciate
cultural diversity to effectively develop diversity-inclusive
leadership qualities, and appreciate multi-dimensional

10. perspectives of education. The following research questions
and hypotheses guide this qualitative study:
RQ1: How does cross-cultural awareness
influence student leadership development and academic
achievement?
RQ2: How do intercultural skills influence student development
and academic outcomes?
RQ3: How do cross-cultural attitudes and behaviors influence
student leadership development and academic achievement?
· For a qualitative study, describe the phenomenon to be
studied.
For a quantitative study, identify the hypotheses and variables.
Phenomenon:
Cross-cultural awareness is associated with positive student
leadership qualities and behaviors. Appreciation of other
cultures has been demonstrated to increase social cohesion
among students, which increases cooperation and coordination
among students from diverse cultures thereby increasing the
effectiveness of academic discussions and obedience to student
leaders (Allen, 2017). Conversely, low levels of cultural
integration and cohesion among students is associated with low
cooperation and coordination among students, which in turn
reduces the effectiveness of students’ group discussions and
cooperation with student leaders (Allen, 2017). Therefore, a
culturally inclusive curriculum and co-curriculum activities can
promote student leadership development and academic
achievement. Additionally, cross-cultural knowledge influences
education stakeholders such as parents and teachers to improve
cross-cultural behaviors and initiatives that can foster cultural
cohesion among students in culturally diverse communities and
schools.
Significance of the Study
This section identifies and describes the significance of the
study and the implications of the potential results based on the
research questions and the problem statement, hypotheses, or

11. investigated phenomena. It describes how the research fits
within and will contribute to the current literature or body of
research. It describes potential practical applications from the
research.
The recommended total length for this section is one paragraph.
· Describe how the proposed research will contribute to the
literature, relating it specifically to other studies from the
Background of the Problem and Problem Statement, above.
In light of the need to promote academic and leadership
competencies of students in learning institutions with culturally
diverse students, this study is intended to fill the gap by
advancing scientific knowledge on leadership and learning
outcomes to promote appreciation of diversity in K-12 learning
institutions (Ylimaki & Brunderman, 2019).
· Describe how the proposed research will contribute to the
literature on the selected theory(-ies) or model(s) that comprise
the Theoretical Foundation for the study.
This study will address the issue of student leadership and
academic outcomes in culturally diverse schools by analyzing
the correlation between culturally-inclusive curriculum and co-
curriculum initiatives and student leadership and academic
achievement thereby contributing to advancements in research
on student leadership in diverse institutions. The study can be
applied in schools and communities consisting of individuals
from culturally diverse backgrounds to promote social cohesion
in the community, effective student leadership behaviors, and
improve student social and learning outcomes in learning
institutions (Oplatka & Arar, 2016).
· Describe how addressing the problem will have practical value
for the real world considering the population, community,
and/or society.
Concepts of the BBLDM and the education administration
theory will be used to understand enabling and derailing factors
influencing student leadership and academic attainment in
culturally diverse schools since the frameworks are effective in
the creation and implementation of context-specific strategies

12. (Tomlinson, 2013). The theories can also be used to promote
student leadership and cultural cohesion.
Rationale for Methodology
This section justifies the methodology the researcher plans to
use for conducting the study. It argues how the methodological
framework is the best approach to answer the research questions
and address the problem statement. It uses citations from
textbooks and articles on research methodology and/or articles
on related studies.
The recommended total length for this section is one paragraph.
· Identify the methodology for the study (quantitative,
qualitative, or mixed).
The qualitative methodology will be applied in this study. The
methodology was selected since the aim of qualitative research
is to find out how specific sociocultural phenomenon operates
(Poucher et al., 2020). Researchers applying the qualitative
method acknowledge the systematic nature of human behaviors.
Consideration of human social behaviors and the attempt to
understand the effects of specific behaviors enable qualitative
researchers to adopt socially-oriented objectives than the case
for quantitative experimentation (Poucher et al., 2020). The
socially inclusive nature of qualitative methodology makes it
appropriate for this study since its methods and designs will
make it possible to understand diversity-related behaviors in
culturally diverse schools, and how the behaviors influence
student leadership and academic competencies.
· Justify the research methodology to be used for the study by
discussing why it is the best approach for answering the
research questions and addressing the problem statement.
Qualitative research is subjective and is focused on the
interpretation and understanding of social phenomena within
natural settings (Saunders et al., 2018). As such, the
methodology is suitable for the study since it aids in
understanding and interpretation of the current state of student
leadership competencies and academic outcomes in culturally
diverse K-12 schools. It can also help to determine the right

13. strategies that can be applied to prevent and manage the
diversity-related challenges that obstruct leadership and
academic attainment in. Furthermore, qualitative methodology
accommodates the complexity and multiple realities regarding
new ideas and themes that emerge from the collected data
(Saunders et al., 2018). In this regard, the methodology would
allow the study to expand or accommodate and generate new
ideas that would improve understanding of diversity issues in
schools. The sensitive nature of cultural diversity calls for
caution regarding the methods used to collect data, and the
behaviors of the researcher (Poucher et al., 2020). For this
reason, the qualitative methodology is appropriate since the
emphasis is put on ethical behaviors to cultivate a socially
conducive environment where respondents can comfortably give
their genuine opinions, which is crucial for the accuracy and
reliability of the collected data. The qualitative methodology
also allows for data analysis in non-linear, iterative, and
holistic ways, which would improve the quality of the study.
Nature of the Research Design for the Study
This section describes the specific research design to answer the
research questions and why this approach was selected. It
describes the research sample being studied as well as the
process that will be used to collect the data on the sample.
The recommended total length for this section is one paragraph.
· Identify the specific type of research design chosen for the
study.
Phenomenology.
· Identify the sample for the study
The sample consists of 15 students and five teachers from 5
District schools with students from diverse cultural backgrounds
from grade 9-12 in Santa Clarita, California. Girls and boys in
different grade levels will be included in the study.
· Discuss why the selected design is appropriate to address the
research questions.
In phenomenology, emphases are put on lived experiences,
including how people’s experiences become integrated with

14. consciousness, and the implications of the situation (Poucher et
al., 2020). Phenomenology emphasizes understanding the core
structure, essence, and effects of the experiences and
interpreting the implications for the population of concern. As
such, it can successfully be applied to understand the lived
experiences and academic performance of student leaders in
culturally diverse schools according to the current state of
cross-cultural cohesion and cooperation in the schools. This
study seeks to investigate how culturally inclusive curriculum
and co-curriculum activities influence students’ leadership and
academic competencies. As such, phenomenology will be
suitable for investigating the effects since students are to
engage in the activities in normal school settings.
Purpose of the Study
The purpose statement section reflects the problem statement
and identifies how the study will be accomplished. It explains
how the proposed study will contribute to the field.
The recommended total length for this section is one paragraph.
· Copy and paste the purpose statement from the dissertation.
The purpose of the study is to investigate the influence of
culturally inclusive curriculum and co-curriculum activities and
experiences on student leadership development and academic
outcomes of the students in the selected 5 schools.
· Identify the target population, phenomena (qualitative), and
variables (quantitative).
The target population consists of students from culturally
diverse K-12 schools. Student leadership and academic
attainment will be evaluated among the participants from
culturally diverse schools. Leadership and academic
competencies will be examined to determine how diversity-
appropriate curricular and co-curricular activities influence
their leadership qualities and academic attainment.
Instrumentation or Sources of Data
Describes, in detail, all data collection instruments and sources
(tests, questionnaires, interviews, databases, media, etc.).
Discusses the specific instrument or source to collect data for

15. each variable or group (quantitative study). Discusses specific
instrument or source to collect information to describe the
phenomena being studied (qualitative study).
The recommended total length for this section is one paragraph.
· Identify the types of data that will be collected to answer each
research question (qualitative study) or the data that will be
collected for each variable/group (quantitative study).
Semi-structured interviews and observation will be used to
gather nominal data for qualitative analysis. Semi-structured
interviews are preferred since their framework makes it possi ble
to address the main themes, and is not restricted to answering
specific questions (Poucher et al., 2020). It also enables
flexibility to a significant limit, which enables researchers to
interactively respond to respondents’ answers thereby making it
possible to develop themes and identify issues and patterns as
they occur. The experiential type of interview will be used since
it enables researchers to capture perceptions, feelings, and
experiences of the respondents over the length of time that they
have been in the culturally-diverse schools.
Data Collection Procedures
This section details the entirety of the process used to collect
the data. It describes each step of the data collection process in
a way that another researcher could replicate the study.
The recommended total length for this section is two
paragraphs.
· Define the target population and the expected sample size,
which comprises the people or organizations being studied, as
defined in the problem statement.
Data will be collected from the 5 schools in Los Angeles
County from teachers, administrators, and students. 15 students
and 5 teachers from 5 different schools. Researchers will

16. contact students and parents through school administrators and
teachers and explain the need for and significance of the study.
After obtaining permission from the schools, the researchers
will seek IRB approval by explaining the nature of the study
and how it aligned with ethical research practices, and why it is
important. The administrators, teachers, and students will be
informed about the study three months in advance so that they
can adequately prepare, or decide on whether or not to
participate.
· Include the steps the researcher used to collect data. (e.g.,
obtaining initial informed consent from participating
organizations; IRB review; sample selection; groupings;
protecting rights/well-being; maintaining data security; sample
recruitment; data collection instruments and approaches; field
testing instruments; notifying participants; collecting the data,
etc.)
Semi-structured questionnaires will be prepared in print and
electronic formats and will be provided to the participants when
the study commences.
Since the study is not intended to disrupt learning activities,
participants will be expected to respond to the interview
questionnaires on weekends. Observations will be made during
indoor and outdoor classroom activities using cameras in
classrooms, and direct observations in outdoor environments.
For teachers, parents, and administrators, paper and pen face-to-
face interviews will be appropriate. Secondary data will be
collected from education offices and school administration and
teacher inventories. Data from different participants will be
compiled within one month after completion of the data-
collection process.