How do adolescents in an urban setting understand their experience with out-of-school suspension? A phenomenological study of high school students in a Boston charter public school
This study explored participants’ experience of being suspended out of school by conducting in-depth, semi-structured interviews with 19 previously suspended students in a charter public school setting in Boston, MA. The study followed a transcendental phenomenological method (Moustakas, 1994) unsha...
| Main Author: | |
|---|---|
| Language: | en_US |
| Published: |
2016
|
| Subjects: | |
| Online Access: | https://hdl.handle.net/2144/17110 |
| id |
ndltd-bu.edu-oai-open.bu.edu-2144-17110 |
|---|---|
| record_format |
oai_dc |
| spelling |
ndltd-bu.edu-oai-open.bu.edu-2144-171102019-01-08T15:38:46Z How do adolescents in an urban setting understand their experience with out-of-school suspension? A phenomenological study of high school students in a Boston charter public school McGuinness, Theresa Bridget Education Behavior change Connectedness School discipline Suspension Transcendental phenomenology Zero tolerance This study explored participants’ experience of being suspended out of school by conducting in-depth, semi-structured interviews with 19 previously suspended students in a charter public school setting in Boston, MA. The study followed a transcendental phenomenological method (Moustakas, 1994) unshaped by theoretical predictions to examine the interviews, with added attention to the precipitating factors and relationships students described around the experience. Descriptive demographic data regarding student race, gender, grade-level, and number of suspensions was used to help contextualize the student suspension experience. Four core themes were constructed from the analysis of participant interviews: (1) A perceived connectedness to adults makes a meaningful difference in student relational strength, (2) Equity matters, (3) There are contextual consequences, and (4) Signs of self-awareness, reflection, and growth (Changes over time) were prevalent. 2017-06-22T00:00:00Z 2016-07-20T15:49:07Z 2016 2016-06-22T19:30:02Z Thesis/Dissertation https://hdl.handle.net/2144/17110 en_US |
| collection |
NDLTD |
| language |
en_US |
| sources |
NDLTD |
| topic |
Education Behavior change Connectedness School discipline Suspension Transcendental phenomenology Zero tolerance |
| spellingShingle |
Education Behavior change Connectedness School discipline Suspension Transcendental phenomenology Zero tolerance McGuinness, Theresa Bridget How do adolescents in an urban setting understand their experience with out-of-school suspension? A phenomenological study of high school students in a Boston charter public school |
| description |
This study explored participants’ experience of being suspended out of school by conducting in-depth, semi-structured interviews with 19 previously suspended students in a charter public school setting in Boston, MA. The study followed a transcendental phenomenological method (Moustakas, 1994) unshaped by theoretical predictions to examine the interviews, with added attention to the precipitating factors and relationships students described around the experience. Descriptive demographic data regarding student race, gender, grade-level, and number of suspensions was used to help contextualize the student suspension experience. Four core themes were constructed from the analysis of participant interviews: (1) A perceived connectedness to adults makes a meaningful difference in student relational strength, (2) Equity matters, (3) There are contextual consequences, and (4) Signs of self-awareness, reflection, and growth (Changes over time) were prevalent. === 2017-06-22T00:00:00Z |
| author |
McGuinness, Theresa Bridget |
| author_facet |
McGuinness, Theresa Bridget |
| author_sort |
McGuinness, Theresa Bridget |
| title |
How do adolescents in an urban setting understand their experience with out-of-school suspension? A phenomenological study of high school students in a Boston charter public school |
| title_short |
How do adolescents in an urban setting understand their experience with out-of-school suspension? A phenomenological study of high school students in a Boston charter public school |
| title_full |
How do adolescents in an urban setting understand their experience with out-of-school suspension? A phenomenological study of high school students in a Boston charter public school |
| title_fullStr |
How do adolescents in an urban setting understand their experience with out-of-school suspension? A phenomenological study of high school students in a Boston charter public school |
| title_full_unstemmed |
How do adolescents in an urban setting understand their experience with out-of-school suspension? A phenomenological study of high school students in a Boston charter public school |
| title_sort |
how do adolescents in an urban setting understand their experience with out-of-school suspension? a phenomenological study of high school students in a boston charter public school |
| publishDate |
2016 |
| url |
https://hdl.handle.net/2144/17110 |
| work_keys_str_mv |
AT mcguinnesstheresabridget howdoadolescentsinanurbansettingunderstandtheirexperiencewithoutofschoolsuspensionaphenomenologicalstudyofhighschoolstudentsinabostoncharterpublicschool |
| _version_ |
1718811569780948992 |