ERIC Number: EJ1436223
Record Type: Journal
Publication Date: 2024-Sep
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0743-5584
EISSN: EISSN-1552-6895
"My Story Started When I Was Younger...": A Qualitative Analysis of Youth's Differential Journeys Away from School
Jessica B. Koslouski; Anna Skubel; Jonathan F. Zaff; Michelle V. Porche
Journal of Adolescent Research, v39 n5 p1193-1223 2024
Adverse childhood experiences (ACEs) increase youths' risk for leaving high school before graduating. However, to our knowledge, no one has examined how youth themselves conceptualize the role of ACEs in their journeys away from school. In this exploratory qualitative study, we used narrative analysis to examine (1) whether youth (n = 27) described ACEs leading them away from school, (2) how early these trajectories began, from youth's own perspectives, and (3) if this varied by elements of identity and social position. Focus groups were conducted with youth ages 18-25 from 13 communities across the U.S. We found that youth described their journeys away from school as starting with early ACEs. We also found that youths' narratives reflected intersectional gender differences in the pathways away from school that youth described. Girls articulated how ACEs influenced subsequent non-academic priorities; they eventually left or were kicked out due to a lack of credits. Boys expressed that early ACEs were followed by risk behaviors, punishment, and dropout. Implications for healing-centered engagement across settings and targeted dropout prevention are discussed.
Descriptors: Dropouts, High School Students, Early Experience, Trauma, Gender Differences, At Risk Students, Student Attitudes, Needs Assessment, Negative Attitudes, Student Behavior, Antisocial Behavior
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A