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dc.contributor.authorBoylan, Rebecca Lynne
dc.date.accessioned2014-03-04T20:38:17Z
dc.date.available2014-03-04T20:38:17Z
dc.date.issued2012-12
dc.identifier.otherboylan_rebecca_l_201212_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/boylan_rebecca_l_201212_ma
dc.identifier.urihttp://hdl.handle.net/10724/28486
dc.description.abstractStudents drop out of school for a wide variety of reasons. The act of dropping out of school, however, does not necessarily entail the end of one’s formal education, as many students who exit school later return to earn their high school diploma or an equivalent credential. This paper explores how the reasons students give for leaving school may influence their subsequent educational attainment. Specifically I ask: How does being pushed or pulled out of school affect the likelihood of a student’s return to school, and the path by which they do so. Drawing on theories of school climate and a life course perspective, I ultimately find that whether or not one was pushed or pulled out of school does not predict different trajectories, rather, particular individual reasons given for leaving seem to be associated with different return behaviors.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectHigh School Dropout
dc.subjectReengagement
dc.subjectEducational Attainment
dc.subjectPush/Pull
dc.subjectSchool Climate
dc.subjectLife Course
dc.titleReturning to high school after dropout
dc.title.alternativethe influence of push and pull reasons on subsequent reengagment
dc.typeThesis
dc.description.degreeMA
dc.description.departmentSociology
dc.description.majorSociology
dc.description.advisorLinda Renzulli
dc.description.committeeLinda Renzulli
dc.description.committeeJeremy Reynolds
dc.description.committeeJoseph Hermanowicz


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