Files
Abstract
Student absenteeism affects youth across the nation and it has a long-term effects beyond low academic performance and lack of educational attainment, including drug and alcohol abuse, teen pregnancy, social delinquency, poverty, early exposure to the juvenile court system, incarceration, and recidivism. The purpose of this study was to explore student absenteeism to gain understanding of the influential factors affecting a majority-minority population of students and to search for local solutions to mitigate this problem. Using the theoretical frameworks offered by Interdisciplinary Theory (Klein, 1990; Kearney 2008) and Cultural Proficiency (Lindsey, Robins, & Terrell, 2003) this study answered three research questions: 1) What are the individual, family, community, and school factors recognized by students as having the main influence over school attendance in this student population? 2) What are the lessons learned from using a culturally responsive approach to promote dialogue among different stakeholders about the problem and solutions associated to student absenteeism in the local context? 3) What are the benefits and challenges experienced by an action research team as they engaged in exploration of the topic of student attendance and the search for local solutions, in a specific context of post decriminalization, high school accountability, and a majority- minority school? This study took place in a school characterized by high incidence of chronic absenteeism, demographic changes, high school accountability, poverty, diversity, transiency, and state decriminalization of status offenses. A team of action researchers collected and analyzed qualitative data from interviews, observations, documentation, and journaling. Participants included students, teachers, and parents. Data was analyzed using Creswells (2013) qualitative analytic method and Saldaas (2013) Holistic and In Vivo coding. The study showed that perspectives from stakeholders differed significantly. As a result, the study revealed that teachers had a lack of awareness and responsibility over the issue of student attendance and the barriers students and families faced in the community. Professional development on cultural proficiency supported a transition of teachers assumptions and biases and allowed initiation and sustainability of interventions to promote dialogue among stakeholders.