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MA/PhD Theses Abstracts of Current Students & Alumni |
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Nesman, Teresa (Ph.D.) Latino student drop-out (Greenbaum). 2004.
Latino students have the largest percentage of dropout in many areas of the country as well as nationwide. This study focused on reasons for dropout in one Florida county as described by Latino students, former students that had dropped out, Latino parents and teachers. Focus groups were held with each type of participant to gain insight into experiences of Latino students in school and out of school that might have an influence on dropping out. Interactions between students, teachers, parents, and the school system and community were also examined. A qualitative approach was used based on identification of major themes that emerged from transcripts of focus groups and comparison of themes across participants. Major themes included negative interactions with teachers and other school personnel; school policies, structures and cultures; distracting interactions with peers; responsibilities to the family; and inadequate support and linkage between schools, parents and communities. It was concluded that students follow a variety of pathways to dropping out, with an underlying theme of lack of caring related to emotional needs, appropriate skill development and access to appropriate resources. Students that did well in school had a sense of academic belonging that was reinforced by positive relationships across school, family and community contexts. There were slight variations in rural and urban school and community experiences as well as differences related to the size and type of Latino population at schools. The differences in perspectives among participants pointed out the importance of considering varying definitions for education, family involvement and work among students, parents and teachers. Also important is the evidence provided to support the production of negotiated identities and transformative aspects of Latino student involvement in schools.
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