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Out of School and Out of Work in Choluteca, Honduras: A Phenomenological Study Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Larry Keith Overholt Graduate Program in Agricultural and Extension Education The Ohio State University 2018 Dissertation Committee Dr. Tracy Kitchel, Adviser Dr. Graham Cochran Dr. Caryn Filson 1 Copyrighted by Larry Keith Overholt 2018 2 Abstract The purpose of this phenomenological study was to understand why the youth of Choluteca, Honduras decided to shift away from a no work and no school attitude, and why they decided to return to study at the Vocational School. Data was collected by individual interviews and included the students as active participants, using photovoice methodology.The most emergent theme of the study was the issues that contributed to the students being “ninis” (out of school and out of work). There were two major sub-themes of not studying and not working. These two themes, along with the ages of the students (15-17-year olds), are the three defining factors of being a “nini” in Latin American Countries. The sub-theme of not studying included the categories of economic needs, system failure, lack of student incentive, and student’s suggestions for improving their options for education. In the second sub-theme, the students’ lived experience of not working is described and interpreted. ii Dedication This dissertation is dedicated to the ninis of the Latin American Countries, to the young people who continue to hope for an opportunity to study and to find dignified jobs, to the teachers in Honduras who give tirelessly of themselves so that young people can continue to gain knowledge and gain skills that will prepare them for the life ahead of them, to my co-workers with World Gospel Mission, whom have been patient and supportive of me following my dream, and to my family who have provided the love and encouragement for me to continue, especially my wife and best friend Angie. iii Acknowledgments Thank you to all my committee members for your encouragement. I am grateful to Dr. Tracy Kitchel for so graciously stepping forward to be my dissertation adviser and helping me follow my passion for better understanding the lived experience of twelve Honduras ninis. Thank you for the hours of revisions and suggestions that have mostly taken place at a long distance between Ohio and Honduras. To Dr. Graham Cochran, thank you for your encouragement to me as a Graduate Associate and for investing the time in being on my committee. To Dr. Caryn Filson, thank you for setting an example in the classroom that I try to follow and for serving as a member of my committee. To Dr. Gary Straquadine, Dr. Jamie Cano, and Tyler Agner, I am grateful that together you helped light the spark that ignited my desire to return to the university. Thank you, Dr. Straquadine, for believing in me and helping make it all happen. To Dr. Cano, I am thankful for your counsel and support, not only in my academic endeavers, but even more importantly in my work. Choluteca, Honduras is a better place because of your investment there. To Tyler Agner, you have been an encouraging friend throughout the entire process. To Dr. John Rohrer, who helped me realize the value of lived experience when I first started graduate school. To Angie, we all know I could not have done it without you. Thank you for your patience, support and proof-reading. We will always remember the hours of transcribing audio while driving across the country. Most of all, I recognize that I could not have done this without God’s help and guidance. iv Vita 1973…………………………….………………… Fredericktown High School 1973-1975 ……………………………………….. Attended Asbury College 1979 ……………………………………………… B.S. Agriculture, The Ohio State University 2000 ……………………………………………… M.Min. Mount Vernon Nazarene University 2005………………………………………………. M.S. Community and Extension Education, The Ohio State University 2014 – 2016 ……………………………………… Graduate Teaching Assistant, The Ohio State University 1980-Present……………………………………… World Gospel Mission v Fields of Study Major Field: Agricultural and Extension Education vi Table of Contents Abstract ............................................................................................................................... ii Dedication .......................................................................................................................... iii Acknowledgments.............................................................................................................. iv Vita ...................................................................................................................................... v List of Figures ..................................................................................................................... x CHAPTER 1: INTRODUCTION Background and Setting ...................................................................................................... 1 Areas of Struggle for Honduras ...................................................................................... 1 Problem Statement ............................................................................................................ 15 Purpose and Research Question ........................................................................................ 16 Limitations of this Study ............................................................................................... 16 Delimitations of the Study ............................................................................................ 17 Basic Assumptions ........................................................................................................ 17 Definitions of Terms ..................................................................................................... 18 Significance of the Problem .............................................................................................. 20 CHAPTER 2: REVIEW OF THE LITERATURE ........................................................... 22 At-Risk Youth ................................................................................................................... 22 The Ninis of Latin America (Who are they?) ................................................................... 23 Reasons for Concern ..................................................................................................... 23 Dropping Out of School .................................................................................................... 27 Defining and Measuring Dropout Numbers ................................................................. 27 Impact of Dropping Out ................................................................................................ 28 Dropout Risk Status ...................................................................................................... 28 Reasons for Dropping Out ................................................................................................ 30 Pull-out/Push-out of School .......................................................................................... 31 Factors Predicting Dropout ........................................................................................... 32 vii Dropout Models ................................................................................................................ 34 Frustration-self-esteem Model ...................................................................................... 35 Participation-identification model ................................................................................ 36 Community Capital Model ........................................................................................... 38 Role of Vocational Education ........................................................................................... 49 Early Vocational Education in the United States .......................................................... 49 Ecological Systems Theory of Human Development ................................................... 54 Conceptual Model for Youth at Risk ................................................................................ 57 Summary of Review of Literature .................................................................................... 59 CHAPTER 3: METHODOLOGY .................................................................................... 61 Purpose and Research Question ........................................................................................ 61 Research Design................................................................................................................ 61 Interpretative Phenomenological Analysis ................................................................... 62 Phenomenological Assumptions ....................................................................................... 62 Positionality Statement ..................................................................................................... 63 Data Sources ..................................................................................................................... 66 Individual Introductory Interviews ............................................................................... 67 Photovoice Interviews ....................................................................................................... 68 Focus Group Interviews
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