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Student Dropout from the Perspectives of Junior High Counselors in Northeast Mississippi

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Student Dropout from the Perspectives of Junior High Counselors in Northeast Mississippi University of Mississippi eGrove Electronic Theses and Dissertations Graduate School 2013 Student Dropout From The Perspectives Of Junior High Counselors In Northeast Mississippi Kelly Ann Bennett University of Mississippi Follow this and additional works at: https://egrove.olemiss.edu/etd Part of the Elementary Education Commons Recommended Citation Bennett, Kelly Ann, "Student Dropout From The Perspectives Of Junior High Counselors In Northeast Mississippi" (2013). Electronic Theses and Dissertations. 475. https://egrove.olemiss.edu/etd/475 This Dissertation is brought to you for free and open access by the Graduate School at eGrove. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of eGrove. For more information, please contact [email protected]. STUDENT DROPOUT FROM THE PERSPECTIVES OF JUNIOR HIGH COUNSELORS IN NORTHEAST MISSISSIPPI A Dissertation presented in partial fulfillment of requirements for the degree of Doctor of Education in the Department of Teacher Education The University of Mississippi by KELLY ANN BENNETT December 2013 Copyright Kelly Ann Bennett 2013 ALL RIGHTS RESERVED ABSTRACT I investigated fifteen junior high counselors’ understandings about student dropout, particularly about identification of and interventions for students at risk for dropping out of school. As an educator, I desired to research the phenomenon of student dropout to understand how to better reach these types of students. Research is available concerning student dropout from the perspectives of teachers, principals, and student dropouts; however, little research on student dropout from the viewpoint of counselors exists. I utilized a qualitative design, in particular a descriptive case study, to develop understanding of the counselors’ perspectives of student dropout. Data collection included individual and focus group interviews, both through face-to-face and email; demographic surveys; and field notes recorded in a research journal. I utilized the constant comparison method to analyze my data and make connections among the conversations. The following four themes emerged after thoroughly analyzing my data and searching for commonalities: (a) it’s like a cycle, (b) there’s only so much we can do, (c) effective interventions are essential, and (d) dropout is more of a high school problem. After the discussion of my findings, I offer the following implications for future research: (a) creating K- 12 alignment of dropout prevention, (b) understanding parental support, and (c) defining counselors’ position in dropout prevention. ii DEDICATION This work is dedicated to my grandparents, Thomas and Barbara Young. My heart smiles in knowing that I have made you proud. iii ACKNOWLEDGMENTS I would like to acknowledge my husband, Josh Bennett; my children, Brandi, Jackson, Novaley, and Mayer; and my always-encouraging family and friends for being right by my side throughout my doctoral experience. I am beyond blessed to be surrounded by such wonderful family members and friends who were willing to be shoulders for tears, smiles when things went great and not so great, babysitters when Mommy was pulling her hair out, and just stable, positive individuals the whole way. Gratitude is an understatement. To my dissertation chair, Dr. Chessin, thank you so much for your faith in me, in my heart, and in my work. It has been a long, hard, rewarding journey, and you have been there every step of the way guiding, advising, and listening to me vent. To my committee member, Dr. Bennett, thank you for coming on board and guiding me in this process. Your direction and support led me to creating a dissertation that I am very proud of and that is of the highest quality. To the remaining members of my dissertation committee, Dr. Sarah Blackwell and Dr. Amy Wells-Dolan, thank you for working with me, supporting me, and providing valuable comments and suggestions along the way. Because of each of you I have completed a polished, professional, significant document and that means more to me than you will ever know. Your guidance and encouragement will always be remembered. iv TABLE OF CONTENTS ABSTRACT .................................................................................................................................... ii DEDICATION ............................................................................................................................... iii ACKNOWLEDGMENTS ............................................................................................................. iv LIST OF TABLES AND FIGURES.............................................................................................. ix CHAPTER I: INTRODUCTION .................................................................................................... 1 The Dropout Crisis .............................................................................................................. 2 Significance of the Study .................................................................................................... 6 My Personal Connection to Dropout .................................................................................. 9 As a child. ............................................................................................................... 9 As a student. ............................................................................................................ 9 Elementary school. .................................................................................... 10 Middle school............................................................................................ 10 High school. .............................................................................................. 12 The story of Shane. ........................................................................ 12 The story of Derek. ........................................................................ 13 College. ..................................................................................................... 14 As a teacher. .............................................................................................. 15 As a mother. .............................................................................................. 15 As a researcher. ......................................................................................... 16 Purpose Statement ............................................................................................................. 16 Research Questions ........................................................................................................... 16 Overview of Methods ....................................................................................................... 17 Delimitations of the study ................................................................................................. 17 Limitations of the Study.................................................................................................... 18 Definitions of Important Terms ........................................................................................ 18 Organization of the Study ................................................................................................. 21 CHAPTER II: REVIEW OF LITERATURE ............................................................................... 22 Relational-Cultural Theory ............................................................................................... 24 Defining High School Dropouts ....................................................................................... 25 State statistics on high school dropouts. ............................................................... 26 Causes of Student Dropout ............................................................................................... 28 Academic issues. ................................................................................................... 28 Low academic achievement. ..................................................................... 28 Special needs. ............................................................................................ 30 Retention. .................................................................................................. 31 Cultural issues. ...................................................................................................... 32 v Race/ethnicity. .......................................................................................... 33 Language/English language learners. ....................................................... 34 Academic achievement gap. ..................................................................... 37 Behavioral/personal issues. ................................................................................... 37 Discipline problems. ................................................................................. 37 Extensive absenteeism. ............................................................................. 39 Lack of motivation. ................................................................................... 40 School safety. ............................................................................................ 42 Parenthood. ............................................................................................... 43 Drug and/or substance abuse. ................................................................... 45 Job responsibilities. ..................................................................................
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