03/09/2026
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Rosey Ok “Leveraging the Girl’s Circle Model to Strengthen Sense of Belonging and Self-Efficacy Among BIPOC Girls."

Candidate: Rosey Ok
Degree: Doctoral- Ed.D. Leadership in Schooling
Defense Date: March 20, 2026
Time: 9 a.m.
Location: Via Zoom 
Thesis/Dissertation Title: Leveraging the Girl’s Circle Model to Strengthen Sense of Belonging and Self-Efficacy Among BIPOC Girls

Dissertation Committee

  • Chair: Phitsamay Uy, Professor, School of Education, University of Massachusetts Lowell
  • Committee Member: Michelle Scribner, Ed.D., Clinical Professor, School of Education, University of Massachusetts Lowell

Abstract
This Dissertation-in-Practice examined how implementation of a structured Girls’ Circle Model within a ninth-grade advisory context influenced sense of belonging, self-efficacy, and relational communication among Black, Indigenous, and other Girls of Color (BIPOC) at Rosewood High School (pseudonym). Grounded in self-efficacy theory, intersectionality, culturally sustaining pedagogy, and improvement science, the study responded to local concerns regarding belonging, confidence, and peer engagement among ninth-grade students during the transition into high school.

A seven-session identity-affirming intervention was embedded within the school’s advisory structure and studied using a mixed-methods improvement science approach, including student reflections, focus groups, facilitator observation notes, and limited pre- and post-survey data. Findings indicated that belonging emerged as the central mechanism influencing shifts in both internal confidence and peer communication. Participants demonstrated increased comfort in self-expression, strengthened relational trust, and greater awareness of how their behaviors contributed to collective group norms. Qualitative data suggested that structured storytelling, shared agreements, and intentional identity-centered facilitation were key design elements supporting growth in self and social efficacy.

This study illustrates that belonging can be intentionally cultivated within existing school structures through structured relational practices. By embedding identity-affirming approaches within advisory, schools may strengthen relational conditions that support student engagement and confidence. These findings contribute to scholarship on relational equity, adolescent development, and the implementation of culturally sustaining practices within secondary school contexts.