Pushed out for Missing School: The Role of Social Disparities and School Truancy in Dropping Out

Autor/inn/en	Mireles-Rios, Rebeca; Rios, Victor M.; Reyes, Augustina
Titel	Pushed out for Missing School: The Role of Social Disparities and School Truancy in Dropping Out
Quelle	In: Education Sciences, 10 (2020), Artikel 108 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	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; California + Suchen Sie Ihr Suchwort? Rollen; Sozialer Unterschied; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Anwesenheit; Schulabsentismus; Schulschwänzen; Schulverweigerung; Disziplinarmaßnahme; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Prävention; Vorbeugung; Bildungsreform; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Schülerverhalten; Verkehrswesen; Teacher student relationships; Lehrer-Schüler-Beziehung; Standadised tests; Standardisierter Test; Kalifornien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01