The purpose of this study was to research and examine the experiences and perceptions of successful young women who dropped out and then re-enrolled into high school. The focus was on providing information about how schools can retain these students and help them progress to graduation. The research guiding questions were: (1) what factors did the re-enrollees believe caused them to drop out of school? (2) Why did they re-enroll? (3) What do these young women believe their schools could have done better to help them succeed? And (4) why do they think they were more successful in the alternative school than in the regular high school program?
Methods included a qualitative case study of twelve young women who dropped out of their traditional high schools and chose to re-enroll into an alternative high school to obtain their diploma. An action research process was established by the research team of staff at the alternative school.
The six members of the action research team included the school's site council comprised of the academic counselor, social worker, two teachers, the school's safety officer, and the principal. In addition, the student interviewees and the entire school staff were included in reviewing and discussing the data obtained for professional growth and school implementation considerations. The study also included an analysis of documents and interviews of students with the action research team to diagnosis and creates school implications to increase academic success for future students. The discussion about the data produced information that contributed to the understanding of what factors caused these students to drop out of high school and why they re-enrolled to school. Although the majority experienced being pushed-out of school, these students demonstrated exceptionalities to succeed while possessing the desire to go to college. For them, specific characteristics of the alternative school seemed to address the very issues that had made school so problematic. It surfaced the challenges to success these students experienced while producing information about what these students needed to achieve.
|Commitee:||Finley, Susan, Selby, Gay|
|School:||Washington State University|
|School Location:||United States -- Washington|
|Source:||DAI-A 74/02(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Womens studies, Secondary education|
|Keywords:||Alternative education, Drop out, Dropouts, High school, Self-efficacy, Social justice, Student voice, Women re-enrollees|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be