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dc.contributor.advisorSummers, Jessica J.en_US
dc.contributor.authorThomas-Hilburn, Hale G.
dc.creatorThomas-Hilburn, Hale G.en_US
dc.date.accessioned2011-12-05T14:15:27Z
dc.date.available2011-12-05T14:15:27Z
dc.date.issued2010en_US
dc.identifier.urihttp://hdl.handle.net/10150/193376
dc.description.abstractResearch on high school dropouts has largely focused on dropout prevention and the identification of risk factors that contribute to leaving school early. While the long-term prognosis of dropouts is often very poor, some individuals manage to change course and return for additional education later in life. In this exploratory qualitative study, five individuals who successfully returned for additional education and continued on to higher education were interviewed. Self-Determination Theory was used to analyze the data, which were examined for the decision-making processes that led to the changes in direction, and the factors that contributed most to facilitating their transitions. Overall, the participants followed similar stages of growth, and ultimately arrived at a turning point that resulted in their new directions. Several themes emerged from their stories, including the need for sufficient social capital, the significance of family and friends, the importance of taking responsibility, and overcoming previous negative experiences.
dc.language.isoenen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectDropoutsen_US
dc.subjectGEDen_US
dc.subjectMotivationen_US
dc.subjectSelf-Determination Theoryen_US
dc.subjectSocial Capitalen_US
dc.titleGetting Back On Track: An Exploratory Qualitative Study of Former High School Dropoutsen_US
dc.typetexten_US
dc.typeElectronic Thesisen_US
dc.contributor.chairSummers, Jessica J.en_US
dc.identifier.oclc752261273en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
dc.contributor.committeememberLegg Burross, Heidien_US
dc.contributor.committeememberRubinstein-Avila, Eliane B.en_US
dc.identifier.proquest11409en_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.nameM.A.en_US
refterms.dateFOA2018-08-16T01:01:00Z
html.description.abstractResearch on high school dropouts has largely focused on dropout prevention and the identification of risk factors that contribute to leaving school early. While the long-term prognosis of dropouts is often very poor, some individuals manage to change course and return for additional education later in life. In this exploratory qualitative study, five individuals who successfully returned for additional education and continued on to higher education were interviewed. Self-Determination Theory was used to analyze the data, which were examined for the decision-making processes that led to the changes in direction, and the factors that contributed most to facilitating their transitions. Overall, the participants followed similar stages of growth, and ultimately arrived at a turning point that resulted in their new directions. Several themes emerged from their stories, including the need for sufficient social capital, the significance of family and friends, the importance of taking responsibility, and overcoming previous negative experiences.


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