Dropout and Academic Achievement Perceptions of Middle and High School Students of Mexican Descent: A Q-Methodology Study

Abstract

The dropout rate for Mexican-descent students enrolled in the U.S. public
school system is among the highest of any race or ethnicity. These
students may be functionally illiterate in both English and Spanish. The
purpose of this study was to investigate the perceptions of at-risk,
Mexican-descent, adolescent students who expressed personal opinions
towards academic success or failure, rather than to test a predetermined
trait or a priori hypotheses. Thirty-two students from an independent
school district in a Houston, Texas, suburb participated in this study.
The male and female students were enrolled in school in grades 8-10 but
were identified as at-risk learners. Their viewpoints were examined
through Q methodology. Factor analysis of their Q sorts yielded three
distinct attitudinal factors: (a) internally motivated perceptions, (b)
family-motivated perceptions, and (c) disaffected perceptions.
Distinguishing statements that represent each factor are discussed and
compared against demographic data. The findings of this study support
the contextual-ecological view of influences that affect minority
cultures and impact school accomplishment. The relationship between
academic success and dropout perceptions was multifaceted, comprising
social ecological and commingled contextual influences on an
individual's perceptions. Results of this study may assist educators and
parents in understanding how to increase minority scholastic
achievement and decrease dropout rates. This study increases the
understanding of the perceptions of Mexican-descent adolescents toward
academic success and dropping out of school in order to provide a basis
for social change through communication and dialogue between
Mexican-descent students and families and school administrators and
faculty.