Pushed out for Missing School: The Role of Social Disparities and School Truancy in Dropping Out
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| Title: | Pushed out for Missing School: The Role of Social Disparities and School Truancy in Dropping Out |
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| Authors: | Mireles-Rios, Rebeca, Rios, Victor M., Reyes, Augustina |
| Source: | Education Sciences. 2020 10. |
| Availability: | MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Role, Social Differences, Dropouts, Attendance, Truancy, Discipline Policy, Urban Schools, School Districts, High School Students, Health Needs, Psychological Needs, Prevention, Educational Change, Intervention, African American Students, Hispanic American Students, Student Attitudes, Student Needs, Transportation, Teacher Student Relationship, Standardized Tests |
| Geographic Terms: | California |
| ISSN: | 2227-7102 |
| Abstract: | Research: The goal of this study is to understand the experiences of Black and Latino former high school students who dropped out, or were pushed out, of a large urban school district in Southern California. Specifically, this paper examines the barriers students faced that contributed to them leaving high school and their journey afterward. Thirty-nine former high school students who "dropped out", or were pushed out of school, 61.5% males (n = 24) and 38.5% females (n = 15), were interviewed. Findings: The findings indicate the use of punitive truancy control for dealing with health and psychological needs of students, transportation issues, personnel-student relationships, and standardized testing. Examining the experiences of students who have been pushed out of school can help educators and policy makers address some of the inequities within schools. Results: We argue that pushout prevention can be developed by changing truancy and other discipline policies in schools. Implications from this study help us understand how we can better support students before they are pushed out. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1251738 |
| Database: | ERIC |
| Abstract: | Research: The goal of this study is to understand the experiences of Black and Latino former high school students who dropped out, or were pushed out, of a large urban school district in Southern California. Specifically, this paper examines the barriers students faced that contributed to them leaving high school and their journey afterward. Thirty-nine former high school students who "dropped out", or were pushed out of school, 61.5% males (n = 24) and 38.5% females (n = 15), were interviewed. Findings: The findings indicate the use of punitive truancy control for dealing with health and psychological needs of students, transportation issues, personnel-student relationships, and standardized testing. Examining the experiences of students who have been pushed out of school can help educators and policy makers address some of the inequities within schools. Results: We argue that pushout prevention can be developed by changing truancy and other discipline policies in schools. Implications from this study help us understand how we can better support students before they are pushed out. |
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| ISSN: | 2227-7102 |
