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Poor, Black, Learning Disabled, and Graduating

An Investigation of Factors and Processes Associated With School Completion Among High-Risk Urban Youth

University of Oregon, Eugene, cjmurray{at}uoregon.edu

Jason Naranjo

University of Oregon, Eugene

This qualitative investigation examines factors and processes associated with high school graduation in a high-risk urban context. Participants include 11 graduating seniors with learning disabilities, all of whom are African American from low-income backgrounds. These youth are interviewed on multiple occasions to determine how protective factors and processes contribute to their school persistence. Case studies of these youth indicate that there are a number of important factors and processes that they believe contributed to their ability to complete high school in an environment where approximately 80% of youth fail to complete school with their incoming freshman class. Broad themes associated with school persistence among these youth include individual, family, peer, and teacher factors. Specific processes underlying these themes are examined, and the implications of these findings for teachers and other school professionals are discussed.

Key Words: learning disabilities • exceptionalities • dropout • teacher–student relationships • parent–child relationships • urban schools • secondary • transition

This version was published on June 1, 2008

Remedial and Special Education, Vol. 29, No. 3, 145-160 (2008)
DOI: 10.1177/0741932508315052


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