Dropout issue among ethnic minority students with disabilities has been a major issue for educational professionals in several decades. Among all student groups, American Indian students with disabilities continue to show a higher disproportionate representation in high school dropouts. Low student engagement has been documented as a major dropout predictor in the education literature. Therefore, this dissertation research was designed to understand the dropout phenomenon among American Indian students with disabilities by exploring school engaging experiences of Lumbee Indian students with disabilities. Because phenomenological research begins in lived experiences, this research adopts this research methodology to advance our understanding of students‘ engaging experiences.
This research found that participants in this study may receive inappropriate education services, particularly those who exhibited behavioral challenges. We have noted that teacher-student relationship was described by all student participants as a major challenge they experienced at school. Their school engaging experiences were strongly influenced by their interactions with school teachers or other professionals. For students‘ misbehaviors, the disciplinary actions taken by teachers might be too severe. The control-oriented school context plays another factor intensifying students‘ misbehaviors at school. Family factor was observed as another factor influencing students‘ engaging experiences.
|Commitee:||Hardin, Belinda J., Hudak, Glenn M., Little, Teresa C.|
|School:||The University of North Carolina at Greensboro|
|Department:||School of Education: Specialized Education Services|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 72/12, Dissertation Abstracts International|
|Subjects:||Multicultural Education, Special education, Secondary education|
|Keywords:||Dropout rate, Emotional disabilities, Lumbee Indians, Supported learning environment, Teacher-student relationship, Value conflicts|
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