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Defense ch 1, ch 2, and ch 3


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Technology class - Presentation over Hispanic male dropouts

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Defense ch 1, ch 2, and ch 3

  1. 1. Why is there a high dropoutrate among Hispanic males? By: Wanda I. Figueroa
  2. 2. Study Interest• 1981 – My family moved to Texas• My brother was re-classified as an 11th grader due to lack of credits, not intelligence.• No motivation• Placed in ESL program• No teacher-student relationship• No parent involvement with the school
  3. 3. Introduction – U.S. Statistics• As of July 1, 2008 the Hispanic population is 46.9 million, making the Hispanic population the nation’s largest ethnic group.• Many Hispanic parents bring their children to this country to increase opportunities and have chance to a prosperous life.• Even though Hispanic students enter high school at a fast rate, many are not receiving their high school diploma, especially males.
  4. 4. Statement of Problem• Educators are faced with the challenge to teach all students, U.S. born and immigrants. As the number of Hispanics students in our schools increases, so does the number of Hispanics who do not graduate from high school.
  5. 5. Statement of Problem 2000 16-19 Yrs Dropouts (Fry 2003) W Caucasians 8% African Americans 12% Hispanics 21%•What can be done to decrease the number of high school dropouts among Hispanic males?
  6. 6. Purpose of Study• The purpose of the study is to see if the Hispanic males themselves and the various group of people involved with the boys have the same or different perspective of the reasons why the students dropped out of school.
  7. 7. Research Questions• Why is there a high drop out rate among Hispanic males?• Do the male Hispanics themselves and the various group of people involved (the teachers, the administrators, the mothers, and the boys themselves) have the same or different perspective as to why the students dropped out of school?• What is the problem?• What is the solution?
  8. 8. Review of Literature: School Reform• No Child Left Behind Act (2002) – The children of immigrants represent one in five of all U.S. citizens. (Capps et al., 2005, p.1)• From rage to hope: Strategies for Reclaiming Black and Hispanic students (1992) – Standardized testing should not be used as a way to place students in classes or programs. (Kuykendall, 1992, p.43)
  9. 9. Review of Literature: Achievement Gap• Closing the achievement gap (2001) - By 1999, 1:50 Hispanics could read and understand the information from specialized text as compared to 1:12 Caucasian students. In math, 1:30 Hispanics can do multi-step problem solving elementary algebra as compared to 1:10 Caucasian students.• The results of a study by staff members at the Education Trust conclude that many of them had the same thought about Hispanic students. When the students were asked the students asked about how un-prepared the teachers are as well as not knowing the content taught. (Haycock, 2001)
  10. 10. Review of Literature: Achievement Gap• From rage to hope: Strategies for Reclaiming Black and Hispanic students (1992) – Have diverse curriculum – Foster a positive academic self-image – Build teacher-student relationships (Kuykendall, 1992)
  11. 11. Review of Literature: Parent Involvement• Family Meltdown in the classroom (1996) – – Children today receive less care from their parents because of single-parent household. – Once students reach the 8th grade only half of the parents had any contact with the school during that current school year. (Zinsmeister, 1996)• No Child Left Behind Act (2002) – – Hispanic parents who do not have Visas do not build a relationship with the school due to fear of deportation or other type of problems with immigration. (Capps et al., 2005, p.9)
  12. 12. Review of Literature: Dropouts Socioeconomic Status Low 10% Medium 5% High 2%
  13. 13. Review of Literature: Dropouts• Students who demonstrate poor academic achievement by the age of 14, drop out before finishing 10th grade.• Children who enjoy a good parent-child relationship during their middle school years, is more likely to graduate from high school. (Englund et al., 2008, p.79)
  14. 14. Review of Literature: Dropouts• The transition from middle school into high school is critical.• Lack of proper schooling in the native country• Not holding Hispanic students to a high standard (Nesman, 2007)
  15. 15. Research DesignFour focus groups will be interviewed• Hispanic males that are dropouts• The mothers of the dropout students• Teachers• Administrators
  16. 16. Research ToolThe focus groups will be part of an interview. The interview will consist of open-ended questions.
  17. 17. Data Collecting Procedure• The data will be collected through focus groups.• The interview will be conducted in four open forums.
  18. 18. Emerging Themes• The answers of all focus groups will be categorized into common themes.• Participant responses will be categorized as follows: – Student motivation – Individual level of Bronfenbrenner – Parent involvement – Microsystem – Parent – child relationship - Microsystem – Teacher – student relationship - Microsystem – Administration – student relationship – Microsystem – School – student relationship - Mesosystem
  19. 19. Research Design Procedure• The research design for this study will be a cross between typology analysis and domain analysis. – Typology analysis is a type of classification system that is taken from patterns and themes (Ratcliff, n.d.). – Domain analysis will “describe the social situation and the cultural patterns within it” (Ratcliff, n.d.).
  20. 20. ReferencesCapps, R., Fix, M., Murray, J., Ost, J., Passel, F. S., & Herwantoro, S. (2005). The new demography of American’s schools: Immigration and the No Child Left Behind Act. Retrieved from The Urban Institute: www.urban.orgEnglund, M. M., Egeland, B., & Collins, W. A. (2008). Exceptions to high school dropout predictions in a low-income sample: Do adults make a difference?. Journal of Social Issues, 64(1), 77-93. Retrieved from, R. (2003). . Retrieved from Hispanic youth dropping out of U.S. schools: Measuring the challenge:
  21. 21. ReferencesHaycock, K. (2001, March). Closing the achievement gap. EDUCATIONAL LEADERSHIP, 58(6), 6-11. Retrieved from, C. (1992). From rage to hope: Strategies for reclaiming Black and Hispanics students. Bloomington, IN: National Education Service.Nesman, T. M. (2007, October). A participatory study of school dropout and behavioral health of Latino adolescents. The Journal of Behavioral Health Services & Research, 34(4), 414-430. doi: http://search.ebscohost.comZinsmeister, K. (1996). Family meltdown in the classroom. American Enterprise, 7(5), 42-45. Retrieved from