Department of Teaching, Learning and Teacher Education
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
Date of this Version
5-2015
Abstract
Given the continued growth of the Latino population in the United States and the long history of schools not serving Latino students, it would be hazardous for the education community to not address their needs. Under the premise that it can reveal, both obstacles and sources of resilience/perseverance, this research study will examine the schooling experiences of Latino graduates who nearly left high school or did leave but then returned to complete their diploma requirements. The data were collected during the summer of 2014. The purpose of this study was to better understand and acknowledge, from the graduates’ perspectives, what schools did or did not do to help them complete graduation requirements. This study is based upon six interviews of graduates of a large (by regional standards) Midwestern school district. The graduates responded to open-ended questions that guided our conversation.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Other Education Commons, Social and Philosophical Foundations of Education Commons, Student Counseling and Personnel Services Commons
Comments
A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy, Major: Education, Under the Supervision of Edmund Hamann and Thomas McGowan. Lincoln, Nebraska: May, 2015
Copyright (c) 2015 Chandra C. Díaz