The Role of School and Community-Based Programs in Aiding Latina/o High School Persistence

Autor/inn/en	Harris, Donna M.; Kiyama, Judy Marquez
Titel	The Role of School and Community-Based Programs in Aiding Latina/o High School Persistence
Quelle	In: Education and Urban Society, 47 (2015) 2, S.182-206 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124513495274
Schlagwörter	School Community Programs; Hispanic American Students; High School Students; Urban Schools; Low Achievement; School Districts; Student Attitudes; Program Effectiveness; Trust (Psychology); Caring; Adults; Interpersonal Relationship; Barriers; Cultural Relevance; Youth Programs; Focus Groups; Secondary School Students; College Students; Dropouts; Parent Attitudes; Interviews; Statistical Analysis; Academic Persistence; At Risk Students + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Unterdurchschnittliche Leistung; School district; Schulbezirk; Schülerverhalten; Care; Pflege; Sorge; Betreuung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Jugendsofortprogramm; Sekundarschüler; Collegestudent; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Elternverhalten; Interviewing; Interviewtechnik; Statistische Analyse
Abstract	This study documents the important role school and community-based programs have for sustaining the persistence of Latina/o high school students in an urban, low achieving school district. Consensus among student participants revealed these programs provided a safe space where students were able to develop "confianza" (mutual trust) with caring adults. Safe spaces were also culturally and linguistically affirming where students could be themselves. Adults associated with these programs served as institutional agents who helped students address personal and school barriers, which allowed students to successfully negotiate within schools. Without these community and school-based programs and the supports available through them, students indicated they would leave their respective high schools. (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	2020/1/01