Type of Culminating Activity
Doctor of Education in Curriculum and Instruction
Curriculum, Instruction, and Foundational Studies
This mixed-methods study examined expelled students in a Northwest public school district of 3,400 students. The purpose was to analyze perceptions of expelled students from 2003-2010 (N-68) regarding their expulsion process and experiences relating to the resumption of educational pursuits. Data was collected from a questionnaire designed by the researcher and distributed to 44 students and from transcribed and coded testimony from four students. The research centers on the whys and wherefores of student expulsions, asking questions that could help schools and school districts penetrate more deeply into the expulsion process, questions that focus on how students perceive their own expulsion and how, after expulsion, they do or do not resume their education. Results from findings using descriptive statistics and qualitative interviewing and coding procedures show five significant areas. Expelled students (1) express deep feeling of isolation after expulsion, (2) feel their expulsions were unfair, but support zero tolerance policies for weapons and drug abuses even though the majority reason for expulsion is drug offenses, (3) express a need for their district to help them, not exclude them, (4) resume educational pursuits at a ratio of 75% graduation at various schools to 25% who dropped out, and (5) parents, especially mothers, are the main influential mentors in the resumption of education.
Dahlgren, Julie Slocum, "From Expulsion to Success: Perceptions of Expelled Students About Their Expulsion Process and Resumption of Education" (2012). Boise State University Theses and Dissertations. 338.