Poor, Black, Learning Disabled, and Graduating: An Investigation of Factors and Processes Associated with School Completion among High-Risk Urban Youth

Autor/inn/en	Murray, Christopher; Naranjo, Jason
Titel	Poor, Black, Learning Disabled, and Graduating: An Investigation of Factors and Processes Associated with School Completion among High-Risk Urban Youth
Quelle	In: Remedial and Special Education, 29 (2008) 3, S.145-160 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932508315052
Schlagwörter	High School Seniors; Learning Disabilities; Academic Persistence; Graduation; Urban Youth; African American Students; High Risk Students; Low Income Groups; Case Studies; Interviews; Teacher Influence; Family Influence; Student Characteristics; Dropouts; Racial Factors; Socioeconomic Influences; Low Achievement; Cognitive Ability + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Abschluss; Graduierung; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Problemschüler; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Sozioökonomischer Faktor; Unterdurchschnittliche Leistung; Denkfähigkeit
Abstract	This qualitative investigation examines factors and processes associated with high school graduation in a high-risk urban context. Participants include 11 graduating seniors with learning disabilities, all of whom are African American from low-income backgrounds. These youth are interviewed on multiple occasions to determine how protective factors and processes contribute to their school persistence. Case studies of these youth indicate that there are a number of important factors and processes that they believe contributed to their ability to complete high school in an environment where approximately 80% of youth fail to complete school with their incoming freshman class. Broad themes associated with school persistence among these youth include individual, family, peer, and teacher factors. Specific processes underlying these themes are examined, and the implications of these findings for teachers and other school professionals are discussed. (Contains 1 table.) (Author).
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