Critical Improvisation: Black Secondary Graduates’ Experiences of Student Voice

Author

• Lauren MalaraFollow

Date of Award

5-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Division of Education and Counseling

First Advisor

Bethel E. Cager, Ph.D., Chair

Second Advisor

Monique Handy Colin, Ed.D.

Third Advisor

Emmanuel Jean-Francois, Ph.D.

Keywords

Student Voice, Improvisational Theater, Black Students, Secondary Education, Leadership Development, Arts Education, Theater Games, Hermeneutical Phenomenology, Critical Pedagogy, Student Empowerment, Racial Equity in Education, Legislative Censorship

Abstract

The purpose of this study was to describe Black secondary graduates’ experience of improvisational comedy through the framework of Student Voice. Amid silencing legislative bans in education, the study aimed to critically make meaning of participants’ shared experiences of Theater Games and provide insight into the critical applications of improvisation as a tool to develop student leaders. The study employed a hermeneutical phenomenological design, sampling six Black graduates that participated in improvisational courses as part of the secondary curriculum. Data collection included a demographic questionnaire, semi-structured interviews, and participant journals. The findings of a thematic analysis indicate that improvisation developed leadership competencies among secondary students. Improvisation operationalized two phases of Student Voice, communication and collaboration. ‘Yes, and’ emerged as a framework, to problem solve in an educational setting. At the same time, participants described limited experiences of student leadership.

Recommended Citation

Malara, Lauren, "Critical Improvisation: Black Secondary Graduates’ Experiences of Student Voice" (2026). Electronic Theses and Dissertations. 185.
https://digitalcommons.xula.edu/etd/185