Date
8-2021
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Phyllis Booth-Cox
Keywords
Latino, students, high school, dropout, factors contributing
Disciplines
Education | Educational Leadership
Recommended Citation
Gonzalez, Isis Yahaira, "Teacher Perspectives of Factors That Cause High School Dropout Rates For Latino Students: A Case Study" (2021). Doctoral Dissertations and Projects. 3151.
https://digitalcommons.liberty.edu/doctoral/3151
Abstract
The purpose of this qualitative single case study was to identify and report the experiences of high school teachers working with at-risk Latino students on prevention high school dropout in public schools in Los Angeles, California. This study was beneficial as it informed school administrators and teachers on the factors that cause Latino students to drop out of high school and highlight successful strategies and interventions used to retain at-risk students in school. The theory that guided this study is the cultural ecological theory by John Ogbu. Focus groups, open-ended semi-structured interviews, and observational field notes were the tools utilized for data collection. Data analysis further indicated that a lack of educational and social factors contributed to high school dropout for at-risk Latino students. The findings included five major themes that collectively outline the factors needed to support high school retention for at-risk Latino students: creating trusted relationships, prevention programs, school climate, student intrinsic factors, and family support. Future research needs to be conducted to broaden the scope of the five themes to include high school retention in different parts of the Unites States. Additionally, research should also consider dropout rates for at-risk Latino students in more affluent school districts and the positive impact of providing educational opportunities for Latino parents.
