This study was designed to explore the meaning of disengagement from school as experienced by those who left school before graduating. Data for the study was gathered using an unstructured interview format. The research produced authentic narrative accounts of the meaning of disengagement for the individual participants. A cross case comparison of these narratives indicated the presence of three common streams of movement. As children, each of the participants were involved in an escalating cumulation of problems which over time, increased in scope and intensity. Their personal vulnerabilities generated through a troubled background, when coupled with the more complex demands of the secondary system, translated into an increased school maladjustment. The third movement involved a crystallizing of previous experiences and attitudes and an engulfment in a spoiled identity. The stories collected indicated that a comprehensive theory of disengagement must be built on a holistic perspective. Beyond the events, experiences, and circumstances that contribute to a disengagement process, questions of individual interpretation and meaning must also be considered. Finally, the thesis raises questions about the relationship of school practices and dropout experiences.

This study was designed to explore the meaning of disengagement from school as experienced by those who left school before graduating. Data for the study was gathered using an unstructured interview format. The research produced authentic narrative accounts of the meaning of disengagement for the individual participants. A cross case comparison of these narratives indicated the presence of three common streams of movement. As children, each of the participants were involved in an escalating cumulation of problems which over time, increased in scope and intensity. Their personal vulnerabilities generated through a troubled background, when coupled with the more complex demands of the secondary system, translated into an increased school maladjustment. The third movement involved a crystallizing of previous experiences and attitudes and an engulfment in a spoiled identity. The stories collected indicated that a comprehensive theory of disengagement must be built on a holistic perspective. Beyond the events, experiences, and circumstances that contribute to a disengagement process, questions of individual interpretation and meaning must also be considered. Finally, the thesis raises questions about the relationship of school practices and dropout experiences. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Qualitative research was used to get the perspectives of high school dropouts about their lives as nonparticipants in adult education. The research problem addressed in the study was the lack of information from high school dropouts themselves about their life experiences. The purpose was to have high school dropout nonparticipants express their views. The particular research method used was case study.Interviews were held with 15 high school dropouts who had been out of school at least five years. Three one-hour interviews were held with each respondent. Each interview had a particular focus. The first focused on the respondent's family and school experiences until the time of dropout. The second focused on present life experiences. The third focused on plans for the future, including possible participation in adult education.The respondents were selected from the dropout population with members being multi-age, multi-ethnic, of both genders, and from various localities within a community of approximately 200,000. The respondents were selected through the researcher's personal knowledge of dropouts who had not participated in further education; names provided by a relative and two acquaintances of the researcher; and names given by other respondents.The three interviews resulted in 13 categories of information. Categories included the following data: demographic, family, support people, education, employment, and future plans.Five of the 15 respondents saw no reason to become involved in adult education. One would become involved only if current employment ceased. Seven planned to enroll in adult education classes in the near future. Two planned to enroll when current obstacles were overcome.Reasons given for future enrollment in adult education resulted in three categories, with five respondents naming more than one reason. The reason self-satisfaction was given by six respondents. Job change was named by eight. Returning as an example for their children was the reason given by four respondents.Respondents seemed content with their lives. They enjoyed sharing their thoughts.The results of the study represent only this study. The reported protocol for data collection, the narrative, and the analysis of data enable replication of the methods used in the research. / Department of Educational Leadership