Persistence of Students with Limited or Interrupted Formal Education

Autor/in	Salva, Carol L.
Titel	Persistence of Students with Limited or Interrupted Formal Education
Quelle	(2022), (152 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of St. Thomas (Houston)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-2950-5
Schlagwörter	Hochschulschrift; Dissertation; High School Graduates; Educational Attainment; Educational Experience; Stopouts; Student Attitudes; Acculturation; Academic Persistence; Influences; Family Relationship; Social Support Groups; Teacher Student Relationship; Community Support; School Activities; Emotional Response; Reentry Students; High School Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Bildungsabschluss; Bildungsgut; Bildungserfahrung; Ausstieg; Schülerverhalten; Akkulturation; Influence; Einfluss; Einflussfaktor; Social support; Soziale Unterstützung; Teacher student relationships; Lehrer-Schüler-Beziehung; Emotionales Verhalten; Zweiter Bildungsweg; Student; Students; Schüler; Schülerin; Studentin
Abstract	This qualitative phenomenological research study used narrative inquiry to examine the perceptions of recent high school graduate SLIFE (Students with Limited or Interrupted Formal Education) regarding secondary school support systems. The study aimed to discover factors that support acculturation of SLIFE and impact their persistence through to high school graduation. For the purposes of this study, systems were generally described as family support, faculty support, school program support, and community support. Participants were identified through snowball sampling. Data collection included individual interviews using a semi-structured protocol, and data analysis involved video recording and handwritten and manually transcribing interviews. The interviews and notes were coded and analyzed for emergent themes. The conceptual framework for this study was guided by acculturation theory. The findings from this study revealed supports with respect to programming, scheduling, and utilizing existing resources. Furthermore, this research indicates that schools, communities, and families are able to positively impact the ability of SLIFE to persist by attending to how these learners are made to feel. This was a common theme throughout responses regarding all systems of support. Importantly, the findings of this study support acculturation theory and Berry's research on immigrants' social, psychological, and academic integration into a new culture (Berry & Sabatier, 2010). [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01