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Preventing Truancy and Dropout Among Urban Middle School Youth Understanding Community-Based Action From the Student’s Perspective
"... This case study explores how a community-based truancy prevention program mediates against absenteeism, truancy, and dropping out and positively transforms the lives of Black and Latina/Latino middle school youth. Findings suggest that community–school partnerships are critical in the quest to comba ..."
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This case study explores how a community-based truancy prevention program mediates against absenteeism, truancy, and dropping out and positively transforms the lives of Black and Latina/Latino middle school youth. Findings suggest that community–school partnerships are critical in the quest to combat truancy and the alarming dropout rate among urban youth. This study also shows how committed individuals can work to engage and empower low-income urban youth who are disengaged from school. Extensive interviews and observations with Latina/Latino and Black youth demonstrate how the intervention program mediates against social and academic failure. Using grounded theory, this article explores four student-identified dimensions that impact his/her (re)engagement with school: (a) the importance of space that promotes peer relations, (b) incentive structures within programs, (c) the need for social networks, and (d) youth advocacy as a mechanism for institutional accountability. Implications for combating truancy, reducing dropout, and promoting student engagement are discussed.
A Study of the Relationships Between Indicators of Georgia Alternative School Effectiveness and Measures of Student Success as Perceived by Alternative School Administrators. A dissertation submitted to the Graduate Faculty of Auburn University in partial
, 2010
"... The purpose of this study was to investigate the relationships between Georgia alternative school administrators ’ perceptions of student success factors and the three domains of essential elements of effective alternative schools. The success factors included: dropout rate, average grade point ave ..."
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The purpose of this study was to investigate the relationships between Georgia alternative school administrators ’ perceptions of student success factors and the three domains of essential elements of effective alternative schools. The success factors included: dropout rate, average grade point average (GPA), average absences per student, recidivism rate, and suspension rate. The essential elements of alternative schools included the domains of efficiency, learning environment, and academic performance. Research questions were addressed through an instrument created from the work of Dr. Leon Swarts. The instrument was tested for validity and reliability and was found to be both valid and reliable. The instrument was e-mailed to all principals of Georgia alternative schools and sixty-nine participated in the study. The statistical method used for this study was a series of one-way ANOVAs using the F-test statistic. The relationship of the five dependent variables (dropout rate, suspension rate, grade point average, student absentee rate, and recidivism rate) with the nine independent variables (planning, school leadership, organizational structure, culture, professional
Urban Students and Career Options.
, 2007
"... First and foremost, I would like to give honor to the most high above, which is my Lord and Savior Jesus Christ. Father, it’s because of your grace that I am still alive. I will continue to put my trust in you as you lead me to a new chapter in ministry. I will continue to serve you until the very e ..."
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First and foremost, I would like to give honor to the most high above, which is my Lord and Savior Jesus Christ. Father, it’s because of your grace that I am still alive. I will continue to put my trust in you as you lead me to a new chapter in ministry. I will continue to serve you until the very end. I would also like to recognize my mother, Florence Gray Cuthrell and father, the late Willie Titus Kates. Mom, I appreciate your encouragement and support from preschool to graduate school. If it was not for your strength and support, I would not have made it. I love you and this is the beginning of what God has for us. Dad, I am thankful that I made peace with you before you died. Your words with intent to break me became a sense of encouragement. You taught me valuable life lessons with your actions, I now realize I can either allow words to hinder or motivate. I have chosen to resist spiteful and negative attempts, rise to the occasion and fulfill my destiny. Thank you. Uncle Samuel M. Gray, thank you for filling the void my biological father
and the Role of the State in the Lives of
"... Transition to adulthood is increasingly complex, extended, and challenging. Working-class Brown and Black young men face very difficult transitions, as they are overrepresented in the justice system, poverty, foster care, special education, and among victims of violence. What effects do these develo ..."
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Transition to adulthood is increasingly complex, extended, and challenging. Working-class Brown and Black young men face very difficult transitions, as they are overrepresented in the justice system, poverty, foster care, special education, and among victims of violence. What effects do these developments have on young people’s places in free democratic society and on the contours and possibilities of youth citizenship? Specifically, how do incarcerated young men view the breadth and limits of democratic citizenship? This article analyzes voices of 25 incarcerated youth and those working with them—recorded through interviews, autobiography, and taped youth club meetings. Findings reveal that incarcerated young men experience expanding responsibilities, notably, criminal penalties; contracting rights and protections; and institutions and systems oriented to their expected failure. Voices presented critique the role of the democratic state (via the justice, educational, and other youth-serving systems) in protecting democracy for marginalized youth and other incumbent citizens.
A Review of the Relationship of Religious Attitude, Optimism, and Attachment Styles with Marital Satisfaction in the Spouses Employed in Education Department
, 2014
"... ABSTRACT This study aims to investigate the relationship of religious attitude, attachment styles, and optimism with marital satisfaction in the spouses employed in Bandar Abbas education department. Research method is correlative based on multivariate regression analysis in order to test research ..."
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ABSTRACT This study aims to investigate the relationship of religious attitude, attachment styles, and optimism with marital satisfaction in the spouses employed in Bandar Abbas education department. Research method is correlative based on multivariate regression analysis in order to test research hypotheses. The statistical population consists of 380 teachers in Bandar Abbas, who were selected by random stratified sampling method. Four questionnaires were used to gather information on attachment styles, religiosity scale, optimism scale, and marital satisfaction scale. The results of research showed that the studied model significantly determines 76% of the variance of the standard variable, i.e. marital satisfaction. All of the variables existing in the model were significantly related to marital satisfaction. On this basis, religious attitude with β=0.38 had the highest relationship with marital satisfaction and optimism (β=0.24) had the lowest relationship with this variable.
Mental Health America of Los Angeles
, 2008
"... The work report herein was supported at University of Southern California by Mental Health America of Los Angeles (MHA) through a grant from The California Endowment. The opinions, findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily ..."
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The work report herein was supported at University of Southern California by Mental Health America of Los Angeles (MHA) through a grant from The California Endowment. The opinions, findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of MHA.
Democracy’s Orphans Rights, Responsibility, and the Role of the State in the Lives of Incarcerated
"... Transition to adulthood is increasingly complex, extended, and challenging. Working-class Brown and Black young men face very difficult transitions, as they are overrepresented in the justice system, poverty, foster care, special education, and among victims of violence. What effects do these develo ..."
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Transition to adulthood is increasingly complex, extended, and challenging. Working-class Brown and Black young men face very difficult transitions, as they are overrepresented in the justice system, poverty, foster care, special education, and among victims of violence. What effects do these develop-ments have on young people’s places in free democratic society and on the contours and possibilities of youth citizenship? Specifically, how do incarcerated young men view the breadth and limits of democratic citizen-ship? This article analyzes voices of 25 incarcerated youth and those working with them—recorded through interviews, autobiography, and taped youth club meetings. Findings reveal that incarcerated young men experience expanding responsibilities, notably, criminal penalties; contracting rights and protections; and institutions and systems oriented to their expected failure. Voices presented critique the role of the democratic state (via the justice, educational, and other youth-serving systems) in protecting democracy for marginalized youth and other incumbent citizens.
Mental Health America of Los Angeles
, 2008
"... through a grant from The California Endowment. The opinions, findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of MHA. Learning and Motivational Characteristics of Urban High School Students ..."
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through a grant from The California Endowment. The opinions, findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of MHA. Learning and Motivational Characteristics of Urban High School Students
