Equity in Action: Supporting Academic and Social Success Through Growth Mindset and Inclusive Practices in Title I Public Elementary Education
Degree Date
5-9-2026
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Fredrick Dressen
Abstract
Abstract
Title I public elementary school principals play an essential role in fostering equitable and inclusive learning for scholars from underserved communities. This study aims to explore how Title I public elementary school principals perceive and apply growth mindset practices in their schools, including the impact of these practices on academic and social success, feelings of belonging, and social-emotional growth. This research fuels ongoing dialogue about equity-focused leadership, culturally responsive strategies and teachings, and the role of mindset in overcoming socioeconomic barriers in the educational settings. This qualitative study involves semi-structured interviews with six Title I public elementary school principals serving diverse student populations in the St. Paul metropolitan area. Findings indicate the following themes: (a) principals view growth mindset as a leadership framework rather than a standalone initiative, (b) growth mindset practices are most effective when embedded within a culture of belonging and psychological safety, (c) principals intentionally challenge deficit-based narratives associated with socioeconomic status by maintaining high expectations and asset-based perspectives, (d) emotional regulation and relationship-building are prioritized as foundational to academic success, and (e) implementation is influenced by structural realities such as limited resources and staffing constraints. This study’s findings lead to recommendations for educational leaders, policy makers, and professional development providers. Recommendations focus on training equity centered leadership and to model growth mindset practices consistently across school systems, strengthening mentorship and relational supports, and expanding research to encompass a wide range of geographic contexts. Additionally, future studies should examine the long-term academic and social impact of growth mindset leadership in Title I school settings.
Keywords: Growth Mindset, Title I Schools, Educational Leadership, Equity, Scholars.