This phenomenological study aims to understand and establish the influence of student voice, particularly from marginalized students, in the school improvement process to yield positive student experiences for urban, comprehensive ninth- through twelfth-grade high schools in the United States Midwest. The focus of this study will be to compare the experiences of White students and students of color within the school system, compare the experiences of students when student voice is utilized as a school improvement plan strategy, and identify the correlation between the student voice strategy and school leadership viewpoints. The study of student voice will begin with a review of school improvement plans that identify the strategies of using student voice and ways of incorporating students into the leadership structures of the school. The areas of study will include the demographics of students that are included, how student groups are included in the practices, what practice changes have taken place in the school as a result of student voice, and measures of success used in school improvement plans. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]