Preventing Truancy and Dropout among Urban Middle School Youth: Understanding Community-Based Action from the Student's Perspective

Autor/inn/en	Rodriguez, Louie F.; Conchas, Gilberto Q.
Titel	Preventing Truancy and Dropout among Urban Middle School Youth: Understanding Community-Based Action from the Student's Perspective
Quelle	In: Education and Urban Society, 41 (2009) 2, S.216-247 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124508325681
Schlagwörter	Grounded Theory; African American Children; Intervention; Truancy; Dropout Rate; Academic Failure; Social Networks; Urban Youth; Dropout Prevention; Community Programs; Hispanic Americans; Early Adolescents; Interviews; Observation; Social Development; Academic Achievement; Student Participation; Peer Relationship; Educational Environment; Advocacy; Accountability; School Role + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Schulabsentismus; Schulschwänzen; Schulverweigerung; Social network; Soziales Netzwerk; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Hispanic; Hispanoamerikaner; Interviewing; Interviewtechnik; Beobachtung; Soziale Entwicklung; Schulleistung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Peer-Beziehungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sozialanwaltschaft; Verantwortung
Abstract	This case study explores how a community-based truancy prevention program mediates against absenteeism, truancy, and dropping out and positively transforms the lives of Black and Latina/Latino middle school youth. Findings suggest that community-school partnerships are critical in the quest to combat truancy and the alarming dropout rate among urban youth. This study also shows how committed individuals can work to engage and empower low-income urban youth who are disengaged from school. Extensive interviews and observations with Latina/Latino and Black youth demonstrate how the intervention program mediates against social and academic failure. Using grounded theory, this article explores four student-identified dimensions that impact his/her (re)engagement with school: (a) the importance of space that promotes peer relations, (b) incentive structures within programs, (c) the need for social networks, and (d) youth advocacy as a mechanism for institutional accountability. Implications for combating truancy, reducing dropout, and promoting student engagement are discussed. (Contains 2 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10