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Home CCSU Theses & Dissertations High school dropout : systemic implications and the GED as a model of redress for dropouts /...

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High school dropout : systemic implications and the GED as a model of redress for dropouts / Priscillia Clement

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Identifier	Thesis 1639
Author	Clement, Priscillia
Title	High school dropout : systemic implications and the GED as a model of redress for dropouts / Priscillia Clement
Publisher	Central Connecticut State University
Date	2001
Resource Type	Master's Thesis
Notes	This study examined the systemic characteristics of three major risk factors of high school dropout in the Windsor Locks School District. It further investigated the social dynamics of the circumstances which force dropouts in the same school district, to subsequently pursue the General Education Diploma Program (GED). Of the three studied risk factors (students' low socioeconomic status, their poor academic performance and delinquent behavior), dropouts' low socioeconomic status emerged as the dominant risk factor of high school dropout. It also surfaced as the primary factor associated with dropouts' pursuit of the GED. Coding and constant comparison of data from two sample groups interviewed for the study, (high school dropouts and community members working with high school students) showed distinct interconnectedness among the units of the socializing system (family, school and community). These analytical processes also demonstrated how the neglect of such interconnectedness, by any one, or all of the socializing units, fosters high school dropout. The highlighted themes of the reciprocal interaction among the socializing institutions and the studied risk factors, portrayed events, expectations and modes of operation specific to the functioning of each unit of the socializing triad. Of these themes, parents' low expectation of their children ranked highest. It was followed by students' extended weekly working hours, lack of parental support, and truancy ranking 2nd, 3rd, and 4th, respectively. These themes were outlined as both impediments to students' attachment to school as social and academic institutions and the academic and social isolation that dropouts experience during, and subsequent to the dropout process. These results supported the study's assumption that high school dropout is not an event, but rather a recursive process which is ultimately manifested by students' radical disengagement from school.
Subject	High school dropouts General educational development tests
Department	Department of Health and Human Service Professions
Advisor	Fried, Jane
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	50632152
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High school dropout : systemic implications and the GED as a model of redress for dropouts / Priscillia Clement

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