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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

^* To whom correspondence should be addressed. E-mail: cjmurray{at}uoregon.edu.

	Abstract

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.

First published on April 25, 2008, doi:10.1177/0741932508315052

Remedial and Special Education 2008;29:145.

A more recent version of this article appeared on June 1, 2008


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