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A qualitative study of in-school behaviors and life histories of at-risk secondary students
Abstract
High school students in a suburban school were identified by faculty members as at-risk, and 14 students were chosen for the study. The researcher and 11 other trained adult participants observed the students in classroom and non-classroom settings over the course of one school year, recording behaviors of the students. The researcher interviewed each student and reviewed all school records of the student in order to ascertain life histories. The adult observers met regularly to discuss the on-going study and the individual students. The students identified as at-risk were truly at-risk. The 14 students had some similar characteristics: a majority of them had changed schools often, had truancy and tardiness problems, came from non-traditional homes, and had a history of disrespect toward authority. Seven students had been in a hospital setting for mental health or drug abuse; four students had a history of involvement with the juvenile court system. The students were not, however, identical in nature. Their family background, school experiences, and ability levels were different. Eight students did not successfully complete the school year; two others came very close to dropping out of school; and one student moved from the district. The qualitative research led to trends and themes about the 14 students. The students generally expressed they were treated fairly and would do well during the school year. The students were often cooperative and attentive in classroom settings, but appeared ill-equipped for self-directed activities. They achieved better earlier in the school year, and the upperclass students were more successful than underclass students. The students demonstrated a collective self-concept that was not strong and an external locus of control. They encountered more disciplinary punishments than other students, but regularly ignored them. Several teachers demonstrated lowered expectations for the at-risk students. The researcher recommended that students be identified early; that school officials attempt to convince at-risk families about the importance of education; and that school officials alter traditional schedules and strategies for identified at-risk youth.
Subject Area
Secondary education|Educational sociology
Recommended Citation
Novak, Mary Martha Grant, "A qualitative study of in-school behaviors and life histories of at-risk secondary students" (1989). ETD collection for University of Nebraska-Lincoln. AAI9022998.
https://digitalcommons.unl.edu/dissertations/AAI9022998