'I Was Pushed out of School': Social and Emotional Approaches to a Youth Promotion Program
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| Title: | 'I Was Pushed out of School': Social and Emotional Approaches to a Youth Promotion Program |
|---|---|
| Language: | English |
| Authors: | Mireles-Rios, Rebeca, Rios, Victor M., Auldridge-Reveles, Trevor, Monroy, Marilyn, Castro, Isaac |
| Source: | Journal of Leadership, Equity, and Research. 2020 6(1). |
| Availability: | Center for Leadership, Equity, and Research. 5821 East Rancho Drive, Fresno, CA 93727. Tel: 559-346-8728; Web site: https://journals.sfu.ca/cvj/index.php/cvj/index |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Social Emotional Learning, Resilience (Psychology), Intervention, Dropout Programs, Dropouts, High School Students, Student Attitudes, Minority Group Students, Program Effectiveness, Peer Relationship, Teacher Student Relationship, Self Actualization |
| Geographic Terms: | California |
| ISSN: | 2330-6459 |
| Abstract: | In this study, we analyze the effects of Project GRIT (Generating Resiliency and Inspiring Transformation), a six-week intervention program that worked with a group of high school "pushouts," students who were encouraged to leave school, in a school district in southern California. We interviewed 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). The mean age is 18.1 years and the sample consists of 27 Latino and 12 African American/Black youth. Findings indicate that an increase in healthy relationships with peers generates beneficial social and emotional skills, including increased communication, team-oriented thinking, projected self-actualization, trust, and development of self. We argue that storytelling is central to engaging and promoting at-promise students in the education system, providing them opportunities to overcome adversity, excel in academics, and expand their ability to build healthy relationships with others in their community. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1293284 |
| Database: | ERIC |
| Abstract: | In this study, we analyze the effects of Project GRIT (Generating Resiliency and Inspiring Transformation), a six-week intervention program that worked with a group of high school "pushouts," students who were encouraged to leave school, in a school district in southern California. We interviewed 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). The mean age is 18.1 years and the sample consists of 27 Latino and 12 African American/Black youth. Findings indicate that an increase in healthy relationships with peers generates beneficial social and emotional skills, including increased communication, team-oriented thinking, projected self-actualization, trust, and development of self. We argue that storytelling is central to engaging and promoting at-promise students in the education system, providing them opportunities to overcome adversity, excel in academics, and expand their ability to build healthy relationships with others in their community. |
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| ISSN: | 2330-6459 |
