High school dropout : the minority perspective on the influence of community forces.

• Online Access: http://hdl.handle.net/2047/D20413969

Every year in the United States, there are over 1.3 million students who drop out of high school (Gillett, 2016). A disproportionate amount encompasses Black & Hispanic students who disengage further in their academics when compared to White students (Alliance for Excellent Education, 2011). Algar (2018) reported the New York City (NYC) dropout rates for Hispanics at 10.7%, Blacks at 7.9% and Whites at 4.4%. In identifying the contributing factors causing academic disengagement, it will reduce the high school dropout rates of Black & Hispanic students. Guided by Ogbu's Cultural-Ecological Theory of Academic Disengagement, the purpose of this study is to investigate individual experience of Black and Hispanic high school dropouts to understand their perceptions of the factors influencing their decision to drop out of high school. Ten Black & Hispanic New York City high school dropout students were interviewed. The interviews were transcribed, and the data was analyzed for common themes. The findings in this study showed the contributing factors: peer pressure, socio economic status and the perception of schooling impacts the education of Black & Hispanic students. By improving the school support structures to aide parents and students, you can bridge the gap, impact social change and achieve the desired equality, inclusivity and diversity in the education sector in New York City schools and nationally through policy initiative.--Author's abstract