This dissertation explores the lifeworlds of socially neglected high school students. Adolescents who are members of this peer social category are described in the literature as those who exhibit passive behavior; make few attempts to initiate social interaction; do not engage in anti-social or aggressive behavior; and appear to be the most isolated students in schools. Almost overlooked by the research on adolescent subcultures, these labeled “nobodies” go virtually unnoticed by their teachers and their peers. This study was designed to increase our understanding of how these adolescents perceive themselves and their peers, and develop their own accounts and motives for explaining their actions. This six month ethnographic study utilized symbolic interactionist theory to shape the research questions on how socially neglected students experience, interpret, and construct their interactions with peers. Five grade 12 students and three grade 10 students were identified through a lengthy process of on-site behavior observation assessment and judgmental sampling. Once identified, participant observations, interviews, and conversations were ongoing throughout the study. The data consist of 63 transcribed separate participant interviews of 45 to 60 minutes; transcribed notes from participant observations and conversations; as well as transcribed notes from observations and conversations with peers, teachers, counselors, office staff members, and administrators. This study, which appears to be the only qualitative inquiry to focus specifically on socially neglected high school students, contributes to the literature of this understudied peer social category. The emotional and behavioral risk factors for these children are relatively unknown because of the paucity of research and lack of longitudinal studies. The findings suggest that the majority of the participants were verbally and/or physically abused by their peers during elementary school. These early school experiences and the way parents and teachers handled them taught the participants not to trust their perceptions of people and to hide or deny their feelings. Their stories about their lifeworlds at high school present a bleak picture, which is confirmed by the observational data. Various descriptions of aloneness or alienation, such as “ghost,” “dead-like,” “loner,” “invisible,” and “phantom” are used by the students to convey the images that they have of themselves and of how their interactions with peers have affected them. They consciously utilize barriers, such as “zombie” face masks, a “look of death,” or “shyness” to keep their peers at bay. They describe layers that they have built up around themselves that separate them from other people, which are invisible to others but not to themselves. They do not focus on the present, they worry about their futures. The participants suggest ways that parents and teachers could have intervened when they were younger and ways they could assist them now. Many of these teenagers report finding their alienation increasingly difficult to bear. If they have not already harmed themselves or others, either emotionally or physically, the data gathered for this study sound a clear alarm that there is potential for this to happen if they continue to be ignored. Implicit in the literature is the view that socially neglected students are not as at-risk and in need of intervention as socially rejected students because their status is associated with a lack of social involvement but not with deviant behavior. The findings leave no doubt that this assumption needs to be re-addressed and reconsidered. / Graduate

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

This study was conducted in four Qumbu District schools The literature review enabled the researcher to understand the current discourses in terms of learners’ participation in the governance of schools through the Representative Council of Learners Through the methodological application of triangulation, the study produced data on which findings were based and recommendations made Generally, evidence from the collected data reveals issues worth the attention of the researcher and relevant authorities Some of the evidence in this study was that there is need to involve learners in decision making; that the learners who are elected to be members of the RCL should be provided with orientation and training so that they become aware of the content of policy documentations that govern their roles and responsibilities These RCL members are supposed to be considered as potential decision makers and leaders in their schools It is therefore the responsibility of schools and the Department of Education to provide orientation and training for these learners so as to equip them adequately with leadership information and to develop their skills in order for them to be able to play their roles responsibly In concluding, the researcher believes that solutions to the problems identified can be resolved by considering the recommendations for implementation.

D.Ed.

The purpose of this investigation is to study a given secondary school with which the investigator is familiar in order to determine as objectively as possible what conditions, relationships, and experiences are exercising unwholesome influences on the youngster's actions, and to determine how the school can provide opportunities for developing social behavior that will make an integrated personality.

The problem in this study is threefold: (1) to discover cases of maladjustment which exist among the students of a certain small high school; (2) to determine as far as possible the causes of these maladjustments, particularly the role of the school as a contributing agent; and (3) to suggest and to apply as far as possible remedial measures.

The basic problem involved in developing the curricular activity program at Galt High School was two-fold: (1) In what ways could the formal curriculum be modified and the schedule be adjusted in order to incorporate an informal club-activity program without impairing the regular educational opportunities?; (2) Could the use of school time for such a program be justified?

The investigator has undertaken this study to determine whether the present orientation course at Oakdale High School meets the needs of youth whom it serves. Interest in the problem was aroused through controversy form time to time regarding the practicability of such a course as part of the curriculum, since some of the high schools in the county either do not have, or no longer include, Orientation in the curriculum as a separate course.

The general problem was to determine personality differences among a hierarchy of high school female athletes in various socio-economic groups. The specific problems were: (1) To determine if there were any significant personality trait differences among three socio-economic groupings of superior athletes.; (2) To determine if there were any significant personality trait differences among three socio-economic groupings of average athletes.; (3) To determine if there were any significant personality trait differences among three socio-economic groupings of nonathletes.; and (4) To determine if there were any significant personality trait differences among superior, average, and nonathletes.

"The literature on teaching and curriculum development for the past two decades has emphasized the importance of relating curriculum and teaching to the problems or concerns which are of significance to the pupils...As homemaking teacher in the Liberty County High School, the writer is anxious to make homemaking as effective as possible for the pupils in this school. Consistent with the principle stated above, the identification of the problems which are unique to these pupils is a first step in this task. The purpose of this study, therefore, is to identify the problems of youth in Liberty County as seen by the pupils enrolled in the Liberty County High School, and to explore their implications for the teaching of homemaking in that school. In many studies of this kind the researchers have administered either the Mooney Problems Check List or the S.R.A. Youth Inventory as a basis for identifying the problems of youth involved. The procedure followed in this study, however, included the development of a problems check list unique to this school. It was felt that this was necessary because of the nature of the school population itself, and because it was believed that in the Liberty County High School this procedure would be more effective in identifying the problems of concern to the pupils involved than having them simply check a standardized scale developed for use with large number of youth scattered throughout the country. In addition, the writer was anxious to get information concerning certain citizenship attitudes of the pupils, and their vocational and educational goals"--Introduction. / "August, 1958." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements of the degree of Master of Science." / Includes bibliographical references (leaf 29).