Compulsion and volition: A genealogy of the high-school dropout (1918-2018)

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dc.contributor.advisorGuajardo, Miguel A.
dc.contributor.authorTorres, Isaac
dc.contributor.committeeMemberScheurich, James
dc.contributor.committeeMemberMartinez, Melissa
dc.contributor.committeeMemberRivera, Marialena
dc.date.accessioned2019-05-01T20:57:54Z
dc.date.available2019-05-01T20:57:54Z
dc.date.issued2019-05
dc.description.abstractThis study seeks to problematize the concept and category of the U.S. high-school dropout, by constructing a Foucauldian genealogy of the same, from 1918-2018. Using post-structuralist methodologies, critical discourse analysis and policy archaeology, this study problematizes the socio-political intersections that come to identify social problems, and normalize them as a technique toward social order, and the regeneration of the status-quo. In this case, the status-quo is symbolized by a white, European structure of empire assuming a socially dominating positionality, within a Nation as Family conceptual framework, and symbolized by a Strict Father governmental system. The public school, then, becomes a nursery for potential, assimilating student bodies. As a monotheistic solar framework gives way to a technological cloud deity in twenty-first U.S. schools, power processes are punitive responses are also problematized. The analysis of texts, records, archives, and documents are further problematized by a triangulation between qualitative data collected via autoethnographic and reflexive systems of analysis, and semi-structured, phenomenological interview data collected from former high-school dropouts. High-level findings are three: (1) Equity is primary: Give the most to the student who is most in need; (2) Equity is motion: Create schools where everyone can feel free and connected; and (3) Equity is examination: Create critical white studies early, to deconstruct empire and historical trauma. Educational leaders can benefit from reframing their understanding of their selves and their students by implementing some of the methods and theoretical/conceptual frameworks presented here, toward school improvement.
dc.description.departmentCounseling, Leadership, Adult Education, and School Psychology
dc.formatText
dc.format.extent226 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationTorres, I. (2019). <i>Compulsion and volition: A genealogy of the high-school dropout (1918-2018)</i> (Unpublished dissertation). Texas State University, San Marcos, Texas.
dc.identifier.urihttps://hdl.handle.net/10877/8004
dc.language.isoen
dc.subjectDropout
dc.subjectCompulsory education
dc.subject.lcshHigh school dropouts--United States
dc.subject.lcshEducation, Compulsory--United States
dc.subject.lcshYouth with social disabilities--Education--United States
dc.titleCompulsion and volition: A genealogy of the high-school dropout (1918-2018)
dc.typeDissertation
thesis.degree.departmentCounseling, Leadership, Adult Education, & School Psychology
thesis.degree.disciplineSchool Improvement
thesis.degree.grantorTexas State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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