Foundational Influences and Challenges that Affect the High School Graduation Success of Hispanic Students

• Main Author: Parker, Linda Owens
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01.01.2018
• Subjects: Academic Achievement; Cognitive Development; Dropout Rate; Early childhood education; Education history; Educational Benefits; Educational Development; Educational Environment; Educational Objectives; Educational Practices; Educational Quality; Educational Theories; Graduation Rate; High School Graduates; High School Students; Hispanic American studies; Language Acquisition; Language Skills; Learning Processes; Learning Theories; Literature Reviews; Preschool Children; Teaching Methods; Thinking Skills; Young Children
• ISBN: 0355797232; 9780355797237

The purpose of this qualitative case study is to investigate formative educational and sociological dynamics for the Hispanic child that directly correlate to why high school Hispanic students graduate at a lower rate than high school Caucasian students. Hispanics have become the fastest growing ethnic group in the United States and they struggle to keep up academically with students from other ethnic groups. Approximately three out of ten Hispanic students do not complete high school or obtain a GED by the age of 24. The theoretical framework for this study is addressed through the sociocultural theory. Components of the sociocultural theory, coupled with self-efficacy and self-regulation point to fundamental developmental distinctions that are important for all students' academic success. The case study took place at a large high school in Greenville, South Carolina. The research was conducted through a series of individual interviews with twelve participants; six teachers, three counselors, and three administrators which had daily contact and interaction with Hispanic and Caucasian students. Participants were recruited through the use of a mass email and a Google Survey link. Interview questions were open-ended, and all interviews were recorded and transcribed for accuracy. The results of the case study established that students equipped with self-efficacy and self-regulatory skills perform better in school. The results also confirmed that students' socioeconomic status and the lack of English skills were the main reasons that Hispanic students drop out of school or fail to graduate. The high school has developed innovative programs that address these needs to promote the academic success of their Hispanic population. These programs may also be helpful to other schools with Hispanic or diverse populations. A recommendation was made for all teachers in the district to obtain professional cultural awareness training to meet the needs of the large Hispanic population. The necessity for more ESOL or ELL trained and certified teachers throughout the educational system in the United States was also recommended.