Preventing truancy and dropout among urban middle school youth: Understanding community-based action from the student's perspective

Education and Urban Society

Volumn 41, Issue 2, 2009, Pages 216-247

  Rodríguez, Louie F ^a   Conchas, Gilberto Q ^b  

^a FLORIDA INTERNATIONAL UNIVERSITY   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Community school partnerships; Dropout prevention; Urban youth

Indexed keywords

EID: 58149137029     PISSN: 00131245     EISSN: None     Source Type: Journal    
DOI: 10.1177/0013124508325681     Document Type: Article

References (50)

1. Advancement Project. (2006). Arresting development: Addressing the school discipline crisis in Florida. Orlando: Florida State Conference NAACP, Advancement Project, and NAACP Legal Defense and Education Fund.
2. Alspaugh, J.W. (1998). Maybe schools encourage dropping out. American Secondary Education, 25, 10-17.
3. Balfanz, R., & Legters, N. (2001, January). How many central city high schools have a severe dropout problem, where are they located, and who attends them? Initial estimates using the common core of data. Paper presented at the forum by the Civil Rights Project at Harvard University's Graduate School of Education and Achieve, Cambridge, MA.
4. Conchas, G.Q. (2001). Structuring failure and success: Understanding the variability in Latino school engagement. Harvard Educational Review, 71, 475-504.
5. Conchas, G.Q., & Clark, P.A. (2002). Career academies and urban minority schooling: Forging optimism despite limited opportunity. Journal of Education for Students Placed at Risk, 7, 287-311.
6. Conchas G.Q., & Noguera, P.A. (2003). Understanding the exceptions: How small schools support the achievement of academically successful Black boys. In N. Way & J. Chu (Eds.), Adolescent boys in context (pp. 317-337). New York: New York University Press.
7. Datnow, A. (1998). The gender politics of educational change. London: Falmer.
8. Delgado-Bernal, D. (2002). Critical race theory, Latino critical theory, and critical racedgendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8, 105-126.
9. Emerson, R.M., Fretz, R.L., & Shaw, L. (1995). Writing ethnographic fieldnotes. Chicago: University of Chicago Press.
10. Fashola, O.S., & Slavin, R.E. (1997). Show me the evidence! Proven and promising programs for America's schools. Thousand Oaks, CA: Corwin Press.
11. Fine, M. (1991). Framing dropouts: Notes on the politics of an urban public high school. Albany: State University of New York Press.
12. Flores, B., Cousin, P.T., & Diaz, E. (1991). Critiquing and transforming the deficit myths about learning, language and culture. Language Arts, 68, 369-379.
13. Freire, P. (1993). Pedagogy of the oppressed. New York: Continuum.
14. Fry, R. (2003). Hispanic youth dropping out of U.S. schools: Measuring the challenge. Retrieved July 7, 2004, from http://www.pewhispanic.org/site/ docs/pdf/high%20school%20dropout%20report-final.pdf
15. Gándara, P., Larson, K., Mehan, H., & Rumberger, R. (1998). Capturing Latino students in the academic pipeline (CLPP policy report). Berkeley, CA: Chicano/Latino Policy Project.
16. Goyette, K.A., & Conchas, G.Q. (2002). Family and non-family roots of social capital among Vietnamese and Mexican American children. Research in Sociology of Education, 13, 41-72.
17. Gullatt, D.E., & Lemoine, D.A. (1997). Truancy: What's a principal to do ? American Secondary Education, 1, 7-12.
18. Hatchman, J., & Rolland, C. (2001). Students'voices about schooling: What works for them- Its implications to school reform. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
19. Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in America. New York: Crown Press.
20. Lauria, M., & Miron, L.F. (2005). Urban schools: The new social spaces of resistance. New York: Peter Lang.
21. Maxwell, J.A. (1996). Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage.
22. Maxwell, J.A., & Miller, B. (1991). Categorization and contextualization as components of qualitative data analysis. Unpublished manuscript.
23. Mehan, H., Hubbard, L., Lintz, A., & Villanueva, I. (1994). Tracking untracking: The consequences of placing low track students in high track classes. San Diego, CA: National Center for Research on Cultural Diversity and Second Language Learning.
24. Meier, D., & Wood, G. (2004). Many children left behind: How the No Child Left Behind Act is damaging our children and schools. Boston: Beacon.
25. Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31, 132-141.
26. Murnane, R.J., & Levy, F. (1996). Teaching the new basic skills: Principles for educating children to thrive in a changing economy. New York: Free Press.
27. Nieto, S. (1994). Lessons from students on creating a chance to dream. Harvard Educational Review, 64, 392-426.
28. Noguera, P.A. (2001). The trouble with Black boys: The role and influence of environmental and cultural factors on the academic performance of African American males. Urban Education, 38, 431-459.
29. Noguera, P.A. (2003). City schools and the American dream: Reclaiming the promise of public education. New York: Teachers College Press.
30. Orfield, G. (2004). Dropouts in America: Confronting the graduation rate crisis. Cambridge, MA: Harvard Education Press.
31. Orfield, G., Losen, D., Wald, J., & Swanson, C. (2004). Losing our future: How minority youth are being left behind by the graduation rate crisis. Cambridge, MA: The Civil Rights Project at Harvard University.
32. Putnam, R.D. (2000). Bowling along: The collapse and revival of American community. New York: Simon & Schuster.
33. Rodríguez, L.F. (2005). Yo, mister! An alternative urban high school offers lessons on respect. Educational Leadership, 62 (7). 78-80.
34. Roth, J., & Hendrickson, J.M. (1991). Schools and youth organizations: Empowering adolescents to confront high-risk behavior. Phi Delta Kappan, 72, 619-622.
35. Rumberger, R.W. (1995). Dropping out of middle school: A multilevel analysis of students and schools. American Educational Research Journal, 32, 583-625.
36. Rumberger, R.W. (2000). Why students drop out of school and what can be done. Cambridge, MA: Harvard University.
37. Rumberger, R.W. (2004). Why student drop out of school. In G. Orfield (Ed.), Dropouts in America: Confronting the graduation rate crisis (pp. 131-155). Cambridge, MA: Harvard Education Press.
38. Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers College Press.
39. Stanton-Salazar, R.D. (2001). Manufacturing hope and despair: The school and kin support networks of U.S.-Mexican youth. New York: Teachers College Press.
40. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
41. Swanson, C. (2004). Who graduates? Who doesn't? A statistical portrait of public high school graduation, class of 2001. Washington, DC: The Urban Institute.
42. Swanson, M.C. (1996). Avid: A college preparatory program for underrepresented students. San Diego, CA: San Diego County Office of Education.
43. Swanson, M.C., Marcus, M., & Elliott, J. (2000). Rigor with support: Lessons from AVID. Leadership, 30, 26-7, 37-8.
44. Tatum, B.D. (1997). " Why are all the Black kids sitting together in the cafeteria?" And other conversations about race. New York: Basic Books.
45. Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press.
46. Wasley, P.A. (2002). Small classes, small schools etc. Educational Leadership, 59 (5) 6-10.
47. Wehlage, G.G., & Rutter, R.A. (1986). Dropping out: How much do schools contribute to the problem ? Teachers College Record, 87, 374-392.
48. Wells, A.S., Hirshberg, D., Lipton, M., & Oakes, J. (1995). Bounding the case within its context: A constructivist approach to studying detracking reform. Educational Researcher, 24, 18-24.
49. Yin, R.K. (1994). Case study research: Design and method (2 nd ed.). Thousand Oaks, CA: Sage.
50. Yosso, T.J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8, 69-91.