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Dissertation/Thesis Abstract

Continuation high school graduates' practices of resilient resistance to counteract institutional neglect
by Baker, Rachel, M.A., California State University, Long Beach, 2017, 137; 10251066
Abstract (Summary)

Students who are relegated to highly stigmatized, remedial alternative education settings experience forces of school pushout and institutional neglect along their educational and life trajectories. This qualitative research study explores the ways in which former continuation high school students negotiated, made meaning of, and resisted processes of school pushout and broader experiences of institutional neglect. Through life history interviews with recent graduates of a California continuation high school, this study examines the impact of systemic injustice on students’ educational and life trajectories and highlights the ways in which these students exercise agency and engage in practices of resilient resistance along their path toward high school graduation. Guided by the theoretical frameworks of symbolic violence and Critical Race Theory constructs of student resistance, this study reveals how structures of oppression impact the lives of continuation high school students and illuminates the voices of marginalized students who are seldom heard in the existing body of research.

Indexing (document details)
Advisor: Portnoi, Laura M.
Commitee: Flores, Nina M., Serna, Elias, Zacher Pandya, Jessica
School: California State University, Long Beach
Department: Education and Counseling
School Location: United States -- California
Source: MAI 56/03M(E), Masters Abstracts International
Subjects: Educational sociology, Secondary education, Social structure
Keywords: California, Chicano, Continuation high schools, School pushout, Student resistance, Symbolic violence
Publication Number: 10251066
ISBN: 978-1-369-48387-1
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