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Exploration of the Role of Cultural Mismatch on Risk and Protective Factors for High School Dropout

Bates, Samantha Marie, Bates
http://rave.ohiolink.edu/etdc/view?acc_num=osu1524141561488306

Abstract Details

2018, Doctor of Philosophy, Ohio State University, Social Work.
School dropout is a persistent problem in U.S. schools and disproportionately influences racial/ethnic minority and low-income youth from underrepresented populations. Research shows numerous risk and protective factors influence whether or not youth dropout or graduate from high school. However, one notable gap in the literature on risk and protective factors is the exploration of whether differences in youth and principal perceptions of their cultural norms, defined as experiences of cultural match and mismatch, influence youth outcomes in the high school setting. To date, comparisons of the perceptions of cultural norms between educators and youth were examined in the context of higher education. Using a cultural mismatch (CM) theory framework, the current study sought to explore if and how cultural norms and experiences of cultural match and mismatch, seen when principal and youth cultural norms differ, influence notable risk and protective factors associated with high school dropout. Risk and protective factors examined in the current study included: comfort in school, psychological status, perceived future educational attainment, and academic achievement. In the study, a scale to assess cultural norms and indicators of cultural match and mismatch were created. The study resulted in the development of one psychometrically sound measure to assess cultural norms, as well as a valid and reliable brief tool to assess comfort in school. Scales were used in a main study where data from high school youth and high school principals in four different schools were gathered. The main study used a cross-sectional survey research design and structural equation modeling (SEM) methods. Findings from the main study showed endorsement of independent cultural norms among youth in schools were significantly associated with greater comfort in school, better psychological status, higher aspirations for future educational attainment, and higher academic achievement. However, greater endorsement of interdependent cultural norms was predictive of lower academic achievement. Notably, youth who identified as racial/ethnic minorities were those more likely to endorse interdependent cultural norms. Furthermore, findings from the main study showed experiences of cultural mismatch, when a principal had greater independent cultural norms than youth in their schools, was associated with youth feeling less comfort in school, indicating poor psychological status, reporting lower aspirations for future educational attainment, and lower academic achievement. Considered together, school culture may play a role in determining how youth not only experience and perform in school, but also whether or not they remain enrolled and graduate. Implications of the current study include identifying cultural obstacles in schools that may contribute to the social achievement gap, and informing educational policies, practices, and interventions that aim to prevent school dropout.
Dawn Anderson-Butcher (Committee Chair)
Tamara Davis (Committee Member)
Natasha Bowen (Committee Member)
293 p.
Education; Social Work
high school dropout; cultural norms; cultural mismatch; educational disparities

Recommended Citations

Citations

  • Bates, Bates, S. M. (2018). Exploration of the Role of Cultural Mismatch on Risk and Protective Factors for High School Dropout [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524141561488306

    APA Style (7th edition)

  • Bates, Bates, Samantha. Exploration of the Role of Cultural Mismatch on Risk and Protective Factors for High School Dropout. 2018. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1524141561488306.

    MLA Style (8th edition)

  • Bates, Bates, Samantha. "Exploration of the Role of Cultural Mismatch on Risk and Protective Factors for High School Dropout." Doctoral dissertation, Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524141561488306

    Chicago Manual of Style (17th edition)

osu1524141561488306
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This open access ETD is published by The Ohio State University and OhioLINK.