A Phenomenology of Alienation in High School: The Experiences of Five Male Non-completers

• Published in: Professional school counseling Vol. 14; no. 5; pp. 286 - 298
• Main Authors: Schulz, Lisa L., Rubel, Deborah J.
• Format: Journal Article
• Language: English
• Published: Alexandria American School Counselor Association 01.06.2011; Sage Publications, Inc; SAGE PUBLICATIONS, INC
• Subjects: Academic achievement; Academic failure; Adolescents; Alienation; Alienation (Philosophy); Alienation (Social psychology); Attention deficit hyperactivity disorder; Child development; Children & youth; Data collection; Education; Educational Environment; Educational evaluation; Educational Testing; FEATURED RESEARCH; High school students; High schools; Methods; Parents; Perceptions; Professional school counselors; Psychological aspects; R&D; Research & development; School counseling; School counselors; School environment; Secondary school students; Social integration; Social research; Society; Student guidance services; Studies; Teachers; Violence; United States
• ISSN: 1096-2409; 2156-759X
• DOI: 10.1177/2156759X1101400501

This phenomenological study examined the experiences of males aged 16–19 who self-identified as being alienated from their school system. Five participants engaged in three semi-structured interviews and one perception check. Descriptions revealed common themes throughout the structure of the experience. These themes were: (1) need to build relationships despite negative consequences, (2) loss of trust in school adults, and (3) fear of failure and of disappointing self and family. The invariant structure (essence) that emerged was the interrelationship among these themes as related to belonging, trust, and self-worth.