Cultural Contradictions and School Leaving: A Case Study of an Urban High School

Abstract

The high dropout rate in urban high schools, particularly among poor and racial minority youth, continues to be a vexing problem confronting public education in the U.S. Although much research and many prevention efforts have been devoted to this issue, dropout rates continue to soar. In this article, the authors present a case study analysis of an urban high school that was attempting to address the high dropout rate. Instead of focusing on social and academic risk factors that assume the problem lies in the student and his or her family, we examine how the culture and structure of the high school influenced teachers' instructional practices and resulted in contradictory beliefs about students and their families. These contradictions between school culture and structure, instruction, and many students' home culture contributed to the school's high dropout rate.

Teacher Collaboration and Latinos/as’ Mathematics Achievement Trajectories

“…As used in this study, cultural mismatch theory refers specifically to incompatibilities in the ways that language is used and expectations are communicated at home versus in school. Because an alignment between school processes and student culture has been found to promote higher academic achievement (Patterson et al 2008), an incompatibility between these two milieus hinders academic achievement. Cultural discontinuities-specifically a cultural mismatch between school and home environments-can lead to lower academic performance, problems associated with student behaviors, poor communication, and the continued use of ineffective instructional strategies (McCarthy and Banally 2003;Patterson et al 2008;Sanacore 2000).…”

Peers as an Academic Resource: An Investigation of an Afterschool Program to Socialize At-risk Students with Disabilities into Greater Academic Engagement

“…The positive correlation between parental involvement and academic outcomes for children is well documented in the literature (e.g., Cunningham & Swanson, 2010;Murray & Naranjo, 2009;Werner, 1987), as is the importance of positive student/teacher relations and interactions (e.g., Balfanz et al, 2010;Patterson, Hale, & Stessman, 2008;Zvoch, 2006). Both parents and teachers can play a major role in graduation potential (Allensworth, 2013).…”

“…School dropout is often the final act of that disengagement. Academic engagement reflects a student's identification with learning, school, and fitting in (Patterson et al, 2008;Reschly & Christenson, 2006). Disengagement for most future dropouts begins in early adolescence (Balfanz et al, 2010).…”

“…The school's lack of understanding of parental roles based on cultural background adds to the difficulties experienced by members of minority groups (Patterson et al, 2008). According to Patterson et al, the public school system in the United…”

“…In the years preceding the Patterson et al, (2008) study, an influx of immigrants from Mexico and Central America had replaced the White, middleclass families and businesses in the area surrounding the school. This particular school was chosen for the study because of the high dropout rates.…”