Date

10-2020

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Jillian L. Wendt

Keywords

Absenteeism, Expectancy-value Theory, Gatekeeper, STEM, Truancy

Disciplines

Education | Educational Psychology

Abstract

The purpose of this bivariate correlational study was to identify whether there was a relationship between Hispanic students’ high school absenteeism and their scores on the Algebra I Florida Standards Assessment (FSA) and to identify whether there was a relationship between Hispanic students’ high school absenteeism and their aspiration to pursue STEM careers. The population sample consisted of 431 Hispanic students from two Title I high schools located in a Florida school district. A quantitative design was used for this study and the researcher obtained ex post facto data from the high schools with the largest number of enrolled Hispanic students in the school district in the 2018-2019 school year. The data collected included achievement data from test standard scale scores, attendance records including the number of days absent for the year, and career survey information from 431 Hispanic students enrolled in both high schools. Gender breakdown of 221 males and 210 females provides for 51% males and 49% females of the total sample. Instruments used to obtain data include the Algebra I FSA, FOCUS school gradebook software to track absenteeism, and Naviance webtool ‘Do What You Are’ (N-DWYA) survey. SPSS 25® generated two bivariate linear regressions for the study. Results indicated that Hispanic students’ high school absenteeism was not a statistically significant predictor of Algebra 1 FSA standard scale scores for null hypothesis one. Results indicated that Hispanic students’ interest to pursue STEM careers was not a statistically significant predictor of students’ high school absenteeism for null hypothesis two. The conclusion along with any limitations and recommendations for future research are reported.

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