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Voices of Mexican Immigrant Students on Their Reasons for Dropping Out
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Dissertation
Voices of Mexican Immigrant Students on Their Reasons for Dropping Out
2013
Overview
Mexican immigrant students drop out of high school at a high rate, yet no studies have directly inquired of these students on their reasons for dropping out. This study employed a narrative inquiry approach to give voice to 6 Mexican immigrants who have dropped out of high school. The theoretical framework for the study was critical race theory, which allows for multiple realities according to individuals’ perceptions. The study examined the experiences of dropouts from a high achieving school in a suburban district in a southeastern state. Interview data were analyzed using open, axial, and interpretive coding strategies. The students in this study dropped out for school or family reasons; they also reported feelings of cultural incongruence between school and home. These findings suggest that, at least for the students of this study, there was a lack of preparation for the rigors of high school work. Furthermore, the school personnel and families of these students failed to communicate regarding academic concerns, economic hardships, and family issues. Recommendations for decreasing the Mexican immigrants’ drop-out rate include implementing community partnerships with Latino community leaders, engagement with Mexican immigrant families, and increasing collaboration between middle and high school educators. Implications for positive social change focus on understanding the causes of dropping out, which may give educators and stakeholders insight into decreasing the high dropout rate; this information may, in turn, lead to an increase in Mexican immigrant students’ academic performance and graduation rate.
Publisher
ProQuest Dissertations & Theses
Subject
ISBN
9781303632525, 1303632527
