Although there exists a large volume of literature on dropouts from high school, most draw upon the quantitative approach to research and attempt to find those characteristics of dropouts which differentiate them from graduates. Few studies focused upon the process of dropping out of school even though there is evidence to suggest that the school setting itself has an effect upon dropouts. / This study examined and analyzed the process in a school whereby students through a joint action of teachers, school officials, parents, and students themselves are identified and labeled as potential dropouts. The information concerning this iterative process is based on the understanding and meanings held by the key actors in the process. This study is an exploratory effort to discover to what extent, if any, the dropping out process is a "co-authored" process between school and potential dropout. Results of the study suggest areas where the school officials should collect data which will assist them in monitoring the effectiveness of their identification of potential dropouts and the effectiveness of the their school's dropout prevention strategy. This study also suggests areas where additional quantitative and qualitative data should be obtained to enhance both the identification of potential dropouts and dropout prevention strategy. / Results of this study may also shift peoples attention from deficiencies in students as the sole cause of dropping out onto realizing that dropping out is at least in part a social production or product of the interplay of current school structure, organization, policy and the deeply ingrained patterns of interaction of teacher, specialist and administrators. From this awareness, changes in patterns of structure, classroom interaction, organization and policy may be made which will reduce the number and kind of potential and actual dropouts. / This study supports the notion that the dropping out process is a dynamic social process involving the student, the school and classroom social system, and the family background. An intervention strategy that focuses solely on the student and not on the other factors may not adequately prevent dropouts because the way the problem of dropping out is framed, as essentially an individual problem, ignores other dimensions of the problem. / Source: Dissertation Abstracts International, Volume: 53-09, Section: A, page: 3166. / Major Professor: Steven J. Klees. / Thesis (Ph.D.)--The Florida State University, 1992.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76728 |
| Contributors | McDonald, Joseph Peter., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 242 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
Page generated in 0.067 seconds