Latinx students’ perceptions of the credit recovery experience in a rural public high school in North Carolina

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Susan W. Chappell (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Katherine Mansfield

Abstract: The purpose of this study was to examine and understand the perceptions and experiences of English Language Learners (ELLs) who were or are currently enrolled in online credit recovery programs at one rural traditional high school. The U.S. Department of Education reports that over half a million students drop out of high school each year. The need for innovative and flexible programs designed to ensure students earn the credits needed for graduation is more urgent than ever in public schools today. Marginalized student populations are at an even greater risk for academic failure. My conceptual framework examined online learning, best practices for English Language Learners, and the credit recovery experience for Latinx learners. This qualitative research study focused on the perceptions of Latinx students who participated in credit recovery. I conducted face-to-face and virtual interviews with 10 current and previous credit recovery Latinx students and interviewed two site-based facilitators of the credit recovery program. My goal was to learn about the circumstances that led to initial course failure and better understand the student perception of the effectiveness of the credit recovery process. The findings indicated several key elements essential to academic success as perceived by the student participants: positive student/teacher relationships, student self-motivation, and a career and college mindset with strategic supports in place. The importance of appropriate differentiated instruction was a recurrent theme for students with reference to the challenges of Cognitive Academic Language Proficiency and pacing within the mainstream classroom. Cultural factors and embedded micro-aggressions also impacted the progress of these Latinx students and necessitated the use of credit recovery. Perhaps the greatest lesson learned from this study was the importance of the ethics of care and student relationships. Authentic caring pedagogy reverses the negative impact of subtractive schooling and provides equitable access for all students to attain academic success.

Additional Information

Language: English
Date: 2021
Credit recovery, Ethic of care, Latinx, Online learning
Hispanic American high school students $z North Carolina $x Attitudes
High school dropouts $z North Carolina $x Prevention
Web-based instruction $z North Carolina
Rural schools $z North Carolina

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