Dropout Prevention and the Model-Minority Stereotype: Reflections from an Asian American High School Dropout

Autor/inn/en	Wexler, Jade; Pyle, Nicole
Titel	Dropout Prevention and the Model-Minority Stereotype: Reflections from an Asian American High School Dropout
Quelle	In: Urban Review: Issues and Ideas in Public Education, 44 (2012) 5, S.551-570 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-012-0207-4
Schlagwörter	Asian American Students; High School Students; Dropouts; Stereotypes; Dropout Prevention; Interviews; At Risk Students; Advocacy; Intervention; Academic Support Services; Individualized Instruction + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Klischee; Interviewing; Interviewtechnik; Sozialanwaltschaft; Individualisierender Unterricht
Abstract	A recent review of the research by the U.S. Department of Education Institute of Education Sciences has resulted in the recommendation of six promising practices to ensure that all students are actively engaged in school and on a path to post-secondary success (Dynarski et al. in Dropout prevention: A practice guide (NCEE 2008-4025)). The purpose of this study was to explore the experience and perspective of an Asian American high school dropout and the extent to which his story aligns with dominant thinking, including the six recommended dropout prevention practices and the model minority myth (MMM) of Achievement Orientation, a common belief that Asian Americans exhibit greater success than any other minority ethnic group. The adolescent dropout was interviewed on eight occasions. Findings revealed that the MMM may have contributed to the lack of intervention provided to this student and that the most worthwhile recommendations from his perspective include: assigning adult advocates to at-risk students, the use of a systematic data-tracking system to target and individualize interventions, and the ability of the school to provide academic support and a personalized learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10