Stephen Franklin EDUC 790-01- Cohort 8 May 23, 2015 (expanded for EDUC 790-02 Cohort 8 July 24,

24, 2015)

Literature Review Analysis

Citation

Question
Identify and examine the push-out and pull-out factors that
contribute to non-completion.

Method
Quantitative study focus
on survey review from
NELS

Dunham, R. and Wilson, G. (2007). Race, within-family

social capital, and school dropout:An analysis of whites,
blacks, hispanics, and asians. Sociological Spectrum, 27,
207-221.

The impact or effect of parent-student social capital in

class standings and its influence on dropout among White,
Black, Hispanic, and Asians

Quantitative study using

a semi-experimental
approach

Ensminger, M., Lamkin, R., and Jacobson, N. (1996). School

leaving a longitudinal perspective including neighborhood
effects. Child Development, 67 (5), 2400-16
Farkas, G.,Lleras, C.,and Maxzauga, S. (2002). Does
oppositional culture exist in minority and poverty peer groups?
American Sociological Review, 67 (1), 148-155.

Examine whether the types of neighborhoods that children

and adolescents lived in affected the developmental paths
to school leaving.
Examines the factors that contribute to the development of
an oppositional peer-group culture.

Quantitative study

Gillock, K., and Reyes, O. (1999). Stress, support, and

academic performance of urban, low-income, mexicanamerican adolescents. Journal of Youth and Adolesence, 28 (2),
259-282.

The ability of social support to offset the negative effects

of stress in urban low-income minority students.

Halax, D. (2014). A more critical pedogogy: Could it

reduce non-completer rates of male Latini high school
students? The student perspective. Pedagogy, Culture &

Explore the notion of using a more critical pedagogy to

educate young male Latino high school students of low
socioeconomic status from

Bradley, C. and Renzulli, L. (2011). The complexity of

non-completion: Being push or pulled to drop out of high
school. Social Forces, 90(2), 521-545.

Quantitative study
replicating a previous
study by AinsworthDarnell and Downey
(1998)
Quantitative study

Qualitative study using a

phenomenological
interview approach

Society, 22 (2), 251-27.

Martin, A. (2002). Motivation and academic resilience:
Developing a model for student enhancement. Australian
Journal of Education, 46 (1), 34-49.
Owens. J, and Lynch, S.M. (2012). Black and Hispanic
immigrants resilience against negative-ability racial
stereotypes at selective colleges and universities in the united
states. Sociology of Education, 85 (4), 303-325.
Pirog, M.A. and Magee, C. (1997). High school completion:
The influence of schools, families, and adolescent parenting.
Social Science Quarterly, 78 (3), 711-723.
Scott, J. A., Taylor, K.J., and Palmer, R.T. (2013). Challenges
to success in higher education: An examination of educational
challenges from the voices of college-bound black males. The
Journal of Negro Education, 82 (3), 288-299.
McMillan, J.H. and Reed, D. (1994). At risk students and
resiliency: Factors contributing to academic success. Clearing
House, 67 (3) , 137-141.
Kim, E. and Hargrove, D.T. (2013). Deficient or resilient: A
critical review of black male academic success and persistence
in higher education. The Journal of Negro Education, 82 (3),
300-311.
Wayman, J. C. (2002). The utility of educational resilience as a
framework for studying degree attainment in high school
dropouts. Journal of Educational Research, 95 (3), 167-178.

Cavazos, J., Johnson, M.B., Fielding, C., Cavazos, A. G.,

Castro, V., and Vela, L. (2010). A qualitative study of resilient
Latina/o college students. Journal of Latinos and Education, 9
(3), 172-188.

Why are some (often motivated) students debilitated by

setbacks, poor performance, stress, and study pressures
whereas others pick themselves up, recover, and move on?
(The exact basis for my research question exactly)
Does stereotype threat theory apply to immigrant
minorities?

Quantitative study

Examines the simultaneous effects of individual

characteristics; family background, school resources,
student body characteristics, and labor market conditions.
Identify the challenges that college-bound Black males
face while navigating through high school

Quantitative study using

multivariate method and
data
Qualitative study using a
phenomenological
interview approach

This article examines the notion of resilience in at risk

students. Their ability to develop characteristics and
coping skills that enable them to succeed, despite
hardships.
Examines resiliency among Black male students, refuting
the prevailing lens of deficit-informed framework. Study
focuses on Black male students at PWIs and HBCUs

Qualitative study

The correlation of degree attainment in high school

dropouts in Mexican-American and non-Latino white
students.

Focuses on the positive and successful Hispanic students,

in an effort to gain a deeper understanding of achievement
processes.

Quantitative study using

a multiple group
structural equation model

Qualitative study.
Literature review of
prevailing articles on
topic
Quantitative study using
logistic regression to
determine factors
associated with degree
attainment
Qualitative study using
phenomenological
interview approach

Rodriguez, L. F. (2013). The puedes approach:A paradigm for

understanding and responding to the 21st century Latina/o
dropout/pushout crisis. Journal of Critical Thought and
Praxis, 2 (1), 1-32.
Anyon, J. (1980). Social class and the hidden curriculum of
work. The Journal of Education, 162 (1), 67-92.

Examines the disparity between high school completion

for all students, and low-income students of color.
Introduces a complex and context-relevant framework that
centers equality and social justice as its core.
Examines the role of social class and its impact on the
type and quality of education students receive as a result.

Rodriguez, L.F. (2007). Teachers know you can do more:

Understanding how school cultures of success affect urban
high school students. Educational Policy, 1-23.
Johnson-Ahorlu, R. N. (2013). Our biggest challenge is
stereotypes: Understanding stereotype threat and the
academic experiences of African-American undergraduates.
The Journal of Negro Education, 82 (4), 383-392.
Taylor, E. R. and Karcher, M. (2009). Cultural and
developmental variations in the resiliencies promoted by
school counselors. Journal of Professional Counseling
Practice Theory and Research, 37 (2), 66-87.
Rivera, G. J. (2014). What high achieving latino students need
to apply to college: Environmental factors, individual
resiliency, or both? Hispanic Journal of Behavioral Science,
36 (3), 284-300.

Examines the cultures/climates in high schools and the

resulting affect on urban high school students

Qualitative study using

ethnographical approach
that included observation,
interviews and
assessment of curriculum
Qualitative study using
case study methodolgy

Examines the factors that impact graduation and retention

rates of African-American and other diverse student
groups in higher education.

Qualitative study using

phenomenological
interview approach

Looks at the role of school counselors in deliberately

addressing and promoting resiliency among students.

Quantitative study using

systematic random
sampling.

Focus on three questions. Is there a relationship between

individual agency and college-going behavior? What is the
relationship between individual agency and college-going
behavior? What role do peers play in the relationship
between individual agency and college-going behavior?
Examines the cultural orientation, and social pressure
against striving for academic success and the fear of
striving for academic success.
Identifies the impact of cultural family obligations on
students of Filipino, Chinese, Mexican, Central and South
American, and European backgrounds, and academic
achievement.
Focus on two questions. Studying racially minoritized
students only in comparison to their White peers? The

Quantitative study

Fordham, S. and Ogbu, J. U. (1986). Black students school

success: Coping with the burden of acting white The Urban
Review, 18 (3), 176- 206.
Fuligni, A. J., Tseng, V. and Lam, M. (1999). Attitudes toward
family obligations among American adolescents with asian,
latin American, and European backgrounds. Child
Development, 70 (4), 1030-1044.
Stewart, D-L. (2013). Racially minoritized students at u.s.
four-year institutions. The Journal of Negro Education, 82 (2),

Qualitative study using

phenomenological
interview approach.

Qualitative study using

ethnographic approach
Quantitative study

Quantitative study using

a critical methodology

184-197.

Polidamo, C., Hamel, B., and Buddelmeyer, H. (2013).

Explaining the socio-economic status school completion gap.
Education Economics, 21 (3), 230-247.
Bowman, N. A. (2010). Can 1st-year college students
accurately report their learning and development? American
Educational Research Journal, 47 (2), 466-496.

absence of national studies centered on racially

minoritized students graduating from four year colleges
and universities.
Examines the low rates of school completion among
students from low-socio economic backgrounds

framework

Looks at the validity of self-reported gains of first0year

college students.

Quantitative study using

a longitudinal approach

Quantitative study