A Study Examining Contributing Factors That Impact the Persistence of African-American Girls Completing a 4-Year High School Program and Strategies for Improvement
The purpose of this mixed methodological study was to discover the possible causes of persistence for African-American high school girls attending a 4-year program in Mississippi. Currently there is a precise focus on African-American high school girls and the detrimental outcomes that follow as a c...
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| Format: | Others |
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DigitalCommons@Robert W. Woodruff Library, Atlanta University Center
2019
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| Online Access: | http://digitalcommons.auctr.edu/cauetds/194 http://digitalcommons.auctr.edu/cgi/viewcontent.cgi?article=1349&context=cauetds |
| Summary: | The purpose of this mixed methodological study was to discover the possible causes of persistence for African-American high school girls attending a 4-year program in Mississippi. Currently there is a precise focus on African-American high school girls and the detrimental outcomes that follow as a consequence of behavioral referrals within schools. Unfortunately, the narrative of African-American high schools girls centers on discipline as a leading concern in their academic performances. This study sought to determine whether student perception of completing a 4-year high school program plays a significant role for African-American girls. Support systems of teachers towards high school African-American girls were assessed in consideration for the educational professionals and their influence to the academic advancement of students. Lastly, the social influences of social media were investigated as a contemporary factor for African- American girls considering completing a 4-year program. The consideration of organizational structures that are not conducive to the advancement of high school graduation is the primary discussion for educational leaders to evaluate. |
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