| dc.contributor |
Dr. Paul Bitting, Committee Member |
|
| dc.creator |
Carper, Ann |
|
| dc.date |
2010-04-02T18:37:57Z |
|
| dc.date |
2010-04-02T18:37:57Z |
|
| dc.date |
2003-01-07 |
|
| dc.date.accessioned |
2023-02-28T17:08:16Z |
|
| dc.date.available |
2023-02-28T17:08:16Z |
|
| dc.identifier |
etd-10082002-154536 |
|
| dc.identifier |
http://www.lib.ncsu.edu/resolver/1840.16/3836 |
|
| dc.identifier.uri |
http://localhost:8080/xmlui/handle/CUHPOERS/265662 |
|
| dc.description |
The purpose of the research has been to examine the perspectives of school from fourteen academically gifted students who dropped out of high school. The application of this research would be for schools to analyze the implications these perspectives provide to design and implement strategies to enable students to finish high school. The research involves interviewing the fourteen participants and analyzing the text of the interviews to determine common themes concerning barriers to successful completion of high school. The major themes that emerged from this study were health problems, dysfunctional families, poor decisions regarding peer relations, school issues and the feeling of isolation or disconnection from school. Several of the students had severe health problems or pregnancy and had difficulty reentering school after lengthy absences. Some of the students frequently skipped school and were involved in substance abuse. All of the students described being bored in classes, feeling that they could not fit in socially in large schools, were bothered by cliques and favoritism, and had not established a relationship with any adult in the school. Twelve of the fourteen lived with a single parent, and several of the parents had health, substance abuse or psychological problems. It is important to examine from the words of the students themselves how these factors interact to prevent the completion of high school. Schools may gain from their stories implications to support students with similar problems, and to improve the school culture to provide motivation for students to stay in school. |
|
| dc.rights |
I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
|
| dc.subject |
High School Dropouts |
|
| dc.subject |
Gifted Dropouts |
|
| dc.subject |
Gifted At-Risk Students |
|
| dc.subject |
High School Gifted Students |
|
| dc.title |
Bright Students in a Wasteland: The At-Risk Gifted, A Qualitative Study of Fourteen Gifted Dropouts |
|