Beyond the Diploma: Dimensions of Success for Teenage Mothers in High School

Autor/in	Chase, Elizabeth
Titel	Beyond the Diploma: Dimensions of Success for Teenage Mothers in High School
Quelle	In: Educational Review, 69 (2017) 4, S.506-522 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2016.1247782
Schlagwörter	Adolescents; High School Students; Mothers; Early Parenthood; At Risk Students; Hispanic American Students; African American Students; Qualitative Research; Semi Structured Interviews; Focus Groups; Student Attitudes; Academic Persistence; Resilience (Psychology); Nontraditional Students; High School Graduates; Success; Student Personnel Services; Social Support Groups; Financial Support; Housing + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mother; Mutter; Hispanic; Hispanic Americans; Hispanoamerikaner; African Americans; Afroamerikaner; Qualitative Forschung; Schülerverhalten; Graduate; Graduates; Absolvent; Absolventin; Erfolg; Social support; Soziale Unterstützung; Finanzielle Förderung; Unterkunft
Abstract	Research has shown how dominant narratives about teenage mothers in high school situate them as a problem population because they are at risk of dropping out of school without promising employment opportunities. Illustrating the narratives of three Latina and Black women who graduated from high school as mothers, this qualitative study responds to these dominant narratives. Data were collected through three in-depth, semi-structured interviews with each participant and one focus group interview with all participants. Guided by work on narrative portraits, this study explores the participants' counternarratives with regard to success and failure in school. Findings show that participants expressed resolve and flexibility in the face of difficult and unforgiving life circumstances, and they articulated new ways of envisioning success that challenge traditional notions of achievement. By documenting the participants' counternarratives, this study makes a case for renegotiating the physical, socio-economic, and temporal boundaries around traditional notions of success. This study has implications for research and school-based practices in reconsidering how young mothers are supported in their efforts to succeed in high school and beyond. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01