Interrupted Lives: The Impact of Mandated School Closure on The Identity Development of Late Adolescent Youth

Autor/in	Mañón, Latoya
Titel	Interrupted Lives: The Impact of Mandated School Closure on The Identity Development of Late Adolescent Youth
Quelle	(2020), (133 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Rochester
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-3442-4
Schlagwörter	Hochschulschrift; Dissertation; Late Adolescents; Young Adults; School Closing; Self Concept; Individual Development; Coping; Underachievement; Student Diversity; Nontraditional Education; Urban Schools; Achievement Gap; Transitional Programs; Student Behavior; Public Schools; Student Adjustment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Halbstarker; Young adult; Junger Erwachsener; School closings; Schule; Schließung; Schließung (von Schulen); Selbstkonzept; Individuelle Entwicklung; Bewältigung; Performance deficiency; Leistungsschwäche; Non-traditional education; Alternative Erziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Student behaviour; Schülerverhalten; Public school; Öffentliche Schule; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	A qualitative study was conducted to explore the influence of mandated school closures and transitions on coping and identity development in late adolescent youth. Student participants ([eta]=8) aged 18-24 were ethnically diverse and positioned as underachieving in an alternative urban school context due to being 1-3 years behind their cohort peers. More specifically, the study examined the following question: "What is the impact of mandated school transitions on the identity development of youth positioned as underachieving in urban school contexts and how do students manage the transition?" Secondary questions were aimed at gaining a deeper understanding of student experiences: 1. How do students interpret what it means to be displaced from their home schools? 2. What coping strategies do displaced students employ to manage the transition to a new school? and 3. How do these coping strategies inform their identity? This study used pre-collected survey data and semi-structured interviews to capture students' experiences. Review of literature revealed that though there is a growing body of research on the phenomenon of school closings and extensive research on identity development, there is minimal literature on the intersection of these topics and the former's impact on the latter. Data revealed: (1) Student interpretations of school displacement were influenced by their connection to their homeschools and their perceived ability to successfully adjust to their receiving schools, (2) Students' ability to cope with adverse conditions created by unexpected transitions was based on perceived adult supports and their perceived ability to use agency as a means of mediating perceived barriers and (3) Stress created by unexpected mandated transitions forced those impacted to reevaluate/reassess commitments made to themselves and make necessary adjustments to fit in. With an increasing trend towards school district-sanctioned student mobility, due to permanent school shutdowns, understanding the influence of this phenomenon on adolescent identity development is critical for aiding young people as they attempt to navigate the fragile infrastructures of urban public schools. More important is the need to explore this issue from the perspective of those that are impacted most, the students. [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