Date of Award

2016

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

The purpose of this qualitative case study was to deliver a better understanding of an impoverished students perspective of school success and, in particular, what factors lead students to be successful. In an effort to better understand why some students beat the odds, I met with groups of fifth and sixth grade students who have experienced school success on a variety of measures to hear directly from these preadolescents about what they believed has fostered their success. Three overarching themes emerged from the focus groups held at two different intermediate level schools in metropolitan suburban districts in Indianapolis, Indiana (a) School success is contingent on a variety of characteristics in the school culture; (b) School success is prioritized at home; (c) Peer relations have a large impact on school success. Additional sub-themes included school-wide incentive programs are motivation to learn and exhibit good behavior, recess or time spent outdoors allows students to focus more intently in the classroom, teacher quality is identifiable and meaningful to students, discipline in the school or in the classroom allows students to focus on academics, the value placed on Education at home encourages students to perform well in school, additional supports such as tutors and outside counseling help students understand that schooling matters to their family, technologic resources allow for additional avenues to success, compatible school success with peers pushes students to perform better through competition and collaboration, and peer behaviors need to reflect the students values. Implications include giving students an avenue to share their ideas about what may contribute to their success and making clear to students the value placed on Education both at school and at home.

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