Changing the social environment in an elementary school to reduce dropout predictors for African American students
- WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
- Leah Rose Edwards (Creator)
- Institution
- Western Carolina University (WCU )
- Web Site: http://library.wcu.edu/
- Advisor
- Lori Unruh
Abstract: Dropping out of school is a serious problem in the United States, especially for African
American students. School systems have implemented various prevention and
intervention programs to reduce the dropout rate of African American students with only
limited success. These programs have generally not included a focus on social climate.
Research clearly indicates social climate is directly related to specific behavior
and academic predictors of dropout especially for African American students. This study
is an examination of an unintentional racism workshop for teachers in a public
elementary school, designed to reduce dropout predictors in African American students.
The unintentional racism workshop was designed to assist teachers in creating a less
threatening environment for African American students while reducing dropout
predictors such as low grades, high absences, and discipline problems. This research did
not demonstrate significant improvements in student variables such as grades, number of
absences, and number of discipline referrals, after one year of implementation, but it did
provide important implications and recommendations about future research into dropout
prevention programs for African American students.
Changing the social environment in an elementary school to reduce dropout predictors for African American students
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Created on 8/1/2011
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Additional Information
- Publication
- Other
- Language: English
- Date: 2011
- Subjects
- Dropouts -- Prevention
- African American dropouts
- Racism in education