BAD KIDS GONE GOOD: A NARRATIVE INQUIRY STUDY OF ALTERNATIVE EDUCATION GRADUATES A Dissertation by MICHAEL WATSON BA, Texas A&M University-Corpus Christi, 2000 MS, Texas A&M University-Corpus Christi, 2005 Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR of EDUCATION in EDUCATION LEADERSHIP Texas A&M University-Corpus Christi Corpus Christi, Texas May, 2014 © Michael LeRoy Watson All Rights Reserved May 2014 BAD KIDS GONE GOOD: A NARRATIVE INQUIRY STUDY OF ALTERNATIVE EDUCATION GRADUATES A Dissertation by MICHAEL WATSON This dissertation meets the standards for scope and quality of Texas A&M University-Corpus Christi and is hereby approved. Kakali Bhattacharya, PhD Lynn Hemmer, PhD Co-Chair Co-Chair Bryant Griffith, PhD Anantha Babbili, PhD Committee Member Graduate Faculty Representative JoAnn Canales, PhD Dean, College of Graduate Studies May 2014 ABSTRACT The purpose of the narrative inquiry study was to conduct an in-depth exploration of the perceptions of two students who graduated from an alternative education program (AEP). Perceptions of the students were focused on what they attributed to as contributing reasons for their graduation from the program. This qualitative study was conducted with purposeful and criteria-based sampling selection. Participants selected belonged to a population of students who were labeled as at-risk and transitioned to an AEP from a traditional high school. Narrative inquiry was used as a framework to understand the participants’ experiences prior to being in the AEP, their experiences within the program, and their reflections about the program after graduation. Participants’ narrative construction was influenced by the bildungsroman structure of storytelling to depict coming of age and character development. Findings indicate that at-risk students may experience limited access to AEPs due to a false binary relationship between traditional and alternative education. Findings also indicate that while the students are in an AEP, they are less likely to behave in manners that contributed to their at-risk status, and demonstrate intrinsic motivation and perseverance to complete their coursework. Additionally, findings reveal that upon graduation, participants were able to utilize various skills learned in the AEP while attending community colleges. Such skills included time management, focused attention, and balancing work and academic responsibilities. This study has implications for various stakeholders connected to alternative education. The findings suggest that alternative education teachers should gain a deeper understanding of their students’ backgrounds and become more aware of the types of issues these students v experience. Additionally, alternative education administrators should seek opportunities to challenge dominant perceptions in order to best serve their students. Furthermore, traditional administrators can discuss alternative education as a viable program for students who have been successful in the traditional setting but are seeking different options. Moreover, policymakers should reform laws regarding attendance and testing schedules to better accommodate the needs of alternative education students. Finally, this study created a space for students’ voices so that implications could be raised for key stakeholders to create transformative educational experiences. vi DEDICATION To my two biggest little inspirations, Mayan and Avery. Your cute little smiles kept me going when times got tough. I hope you learn to enjoy education as much as I did from my parents and I hope that one day you will be inspired to follow your dreams. To my wife, who kept me motivated throughout my journey and has shown me anything is possible. To my parents, for instilling the value of education, work ethic, and perseverance in me. To my older sisters, Dawn, Jennifer, and Michelle, for forging a path for me and for always being my biggest cheerleaders. To Margie and Abel, for watching my babies so I could get work done or decompress, whichever was needed. vii ACKNOWLEDGEMENTS I want to acknowledge the community of public school teachers, particularly those that work the arena of alternative education, who dedicate endless hours to ensure academic success for your students. I would also like to thank all the students that have put your trust in the hands of alternative educators, without you I would not have embarked on this journey. In particular, I would like to thank the participants, Adam and Riley (pseudonyms), for your willingness to share your thoughts, feelings, and experiences. My educational experience has been enriched by the Educational Leadership faculty at TAMUCC. My utmost gratitude goes to my dissertation committee—Dr. Kakali Bhattacharya, Dr. Lynn Hemmer, Dr. Bryant Griffith, and Dr. Anantha Babbili. Thank you Dr. Bhattacharya for introducing and engaging me in qualitative research. Along with stretching my understanding of qualitative research, you have imparted in me the valuable attributes of reflexivity, deconstructive thoughts, and learning to love my research. A huge thank you to Dr. Hemmer for offering your expertise and valuable insight concerning alternative education. Having a mentor such as you has encouraged me to push beyond my comfort zone professionally and academically. Thank you Dr. Griffith for challenging me to a deeper understanding of philosophy. Your wisdom and dedication has been more valuable than my words can express. Dr. Babbili, thank you for being so flexible and joining my dissertation committee. Your knowledge of qualtitative research and theoretical frameworks is unparalleled. Thank you to Dr. Kouzekanani for teaching me the language of quantitative research, which provided me with a well-rounded research background. Thank you to Dr. Bowden for your tireless efforts to improve my writing and holding me accountable with APA. A special thank you to Dr. Smith for provoking new thoughts and helping me clarify old ones. Thank you viii to my colleagues and friends, Dr. Stanley and Dr. Stoves. Your support and guidance have made me want to grow up and be just like you. Thank you to Paul Maxfield for assisting me with my creative, or lack thereof, creative writing skills. Finally, to my families, both at work and home. To the great staff I work with, I am deeply grateful for your encouragement and support throughout this journey. Mr. Holmes for all your hard work reading, re-reading, and re-re-reading my work. To my wife Amy, thank you for putting up with me, being patient, and urging me to push forward when I grew weary of this journey. To Mayan and Avery, my inspirations, I can say my 200 page paper thingy is done! To all my other family members, a huge thank you. You are the best. ix TABLE OF CONTENTS CONTENTS PAGE ABSTRACT .................................................................................................................................... v DEDICATION .............................................................................................................................. vii ACKNOWLEDGEMENTS ......................................................................................................... viii LIST OF FIGURES ..................................................................................................................... xiii LIST OF TABLES ........................................................................................................................ xv CHAPTER ONE: INTRODUCTION ............................................................................................. 1 Theoretical Framework ............................................................................................................... 3 Methodological Framework ........................................................................................................ 6 Rationale ..................................................................................................................................... 7 Research Purpose ........................................................................................................................ 8 Operational Definitions ............................................................................................................... 8 Subjectivity Statement ................................................................................................................ 9 Limits of the Study.................................................................................................................... 11 Significance of the Study .......................................................................................................... 12 Chapter Summary ..................................................................................................................... 14 CHAPTER TWO: LITERATURE REVIEW ............................................................................... 15 Theoretical Framework ............................................................................................................. 15 History and Context of Alternative Schools ............................................................................. 19 At-risk Students .................................................................................................................... 23 x Types of Alternative Schools ................................................................................................ 24 Alternative Education in Texas ............................................................................................