Resilience through Adversity: A narrative case study of students' experiences of expulsion from ...

284 Pages·2015·1.61 MB·English

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Electronic Theses and Dissertations Graduate Studies
1-1-2013
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Nadia Coleman Krivenkov
University of Denver
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Coleman Krivenkov, Nadia, "Resilience Through Adversity: A Narrative Case Study of Students'
Experiences of Expulsion from School" (2013). Electronic Theses and Dissertations. 969.
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RESILIENCE THROUGH ADVERSITY:
A NARRATIVE CASE STUDY OF STUDENTS‘ EXPERIENCES OF EXPULSION
FROM SCHOOL

__________

A Dissertation

Presented to

the Morgridge College of Education

University of Denver

__________

In Partial Fulfillment

of the Requirements for the Degree

Doctor of Philosophy

__________

by

Nadia Coleman Krivenkov

March 2013

Director: Susan Korach, Ed.D.
©Copyright by Nadia Coleman Krivenkov

All Rights Reserved
Author: Nadia Coleman Krivenkov
Title: RESILIENCE THROUGH ADVERSITY: A NARRATIVE CASE STUDY OF
STUDENTS‘ EXPERIENCES OF EXPULSION FROM SCHOOL
Advisor: Susan Korach, Ed.D.
Degree Date: March 2013

Abstract
Expulsion from school is life changing. This single event can alter the trajectory
of a student‘s life—for better or for worse. How life changes is unique for each individual
student. Risk and protective factors that impact an individual student‘s resilience
determine the level of positive or negative outcomes experienced as a result of expulsion.
Educators have the opportunity to take advantage of this disruption in students‘ education
to improve the trajectory of students‘ lives. However, without thoughtful intervention
from caring educators, this interruption in students‘ education may have an irreparable
destructive impact on students‘ future.
The purpose of this study was to understand the expulsion experience from the
point of view of the student in order to represent this critical stakeholder group in future
policy and program development, implementation, and decision-making. Students‘
narratives are a means for members of the educational community to access students‘
experiences and perceptions in order to understand the impact of expulsion on students‘
lives. Students‘ perspectives are presented through thick description in this narrative case
study.
The experience of these eight students is evidence that expulsion can change
students‘ lives in a positive way. Knowing this, responsible educators must develop
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interventions for expelled students that channel the positive life-changing potential of this
experience. Educators must develop interventions focused on bringing forth protective
factors that are documented to increase resilience and to make students less susceptible to
the risks inherent in removing them from school. Recommendations for educators and
policy-makers are presented to assist educators in preventing expulsion and improving
educational and socio-emotional outcomes for expelled students.

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Acknowledgements

First and foremost, to the eight young adults who participated in this study, this
research would have been impossible without you. Thank you for your honesty and
courage in sharing your experiences with the wider educational community. Your voices,
poems, song lyrics, drawings, and rap brought this work to life.
To my advisor, Dr. Susan Korach, thank you for pushing me to continually
improve my work. I have grown as a scholar and writer far more than I ever imagined as
a result of your high expectations.
To my committee members, Dr. Kent Seidel and Dr. Lyndsay Agans, I am
grateful for your advice and guidance. Your insights greatly strengthened this research.
Dr. Linda Brookhart, I am grateful for your support in developing this study.
To my editor and transcriber, my mother, I am indebted to you for the countless
hours you committed to this project. Your devotion to pursuing perfection is remarkable.
Without you this challenge would have been insurmountable. This is your
accomplishment too.
To my family, by believing in me and instilling in me the sense that anything is
possible, you gave me the courage to pursue this endeavor.
To my esteemed expulsion program colleagues, I am grateful that you took me
under your wing and mentored me. You two are the true expulsion experts.
Lastly, to Moe, you are my rock. Thank you for your companionship in my Ph.D.
journey. Your unwavering support astounds me each day. I will be your rock too as you
move on to other endeavors and as we live life.
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Table of Contents
Chapter One: Introduction ...................................................................................................1
Overview ..................................................................................................................1
Background ..................................................................................................2
Educational equity and the achievement gap ...............................................2
Effects of the discipline gap .........................................................................3
Politics of expulsion .....................................................................................4
School exclusion through zero-tolerance policies .......................................5
Overrepresentation in exclusionary discipline .............................................7
Rationale ..................................................................................................................8
Purpose of this study ................................................................................................9
Research questions .....................................................................................11

Chapter Two: Literature Review .......................................................................................12
Overview ................................................................................................................12
Students‘rights and legal foundations of suspension and expulsion ......................13
Students‘ right to a public education .........................................................13
School exclusion statutes ...........................................................................15
Suspension and expulsion defined .............................................................18
School safety and zero-tolerance policies ..............................................................19
Rationale for zero-tolerance policies .........................................................21
Emergence and expansion of zero-tolerance .............................................21
Scope of the zero-tolerance debate ............................................................23
Practicing zero-tolerance in inclusive schools ...........................................24
Effectiveness of zero-tolerance policies ....................................................25
Alternatives to exclusionary discipline ......................................................25
Educational equity and academic achievement .....................................................26
Race and academic achiemement ..............................................................27
Gender and academic achievement ............................................................28
Students with disabilities and academic achievement ...............................28
The relationship between discipline and student achievement ..................29
Disproportionate discipline ....................................................................................30
Overrepresentation of racial minorities .....................................................32
Overrepresentation of males ......................................................................35
Overrepresentation of students with special needs ....................................36
Overrepresentation of low income students ...............................................38
Peer relationships ...................................................................................................39
The impact of school exclusion .............................................................................45
Decreased academic achievement ..............................................................45
Increased risk of dropping out ...................................................................45
Increased risk of social exclusion ..............................................................46
Increased mental, physical, and emotional problems ................................47
Increased involvement in illegal activity ...................................................47
Lack of access to educational alternatives .................................................48
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Lack of program participation ...................................................................49
Expulsion program effectiveness ...............................................................51
Students‘ expulsion experiences and perceptions ......................................51
Resilience and development of the adolescent self ................................................54
Self-concept ...............................................................................................55
Self-efficacy ...............................................................................................56
Locus of control .........................................................................................57
Resilience ...................................................................................................58
Risk factors ....................................................................................61
Protective factors ...........................................................................60
Conclusion .................................................................................................66

Chapter Three: Methodology .............................................................................................68
Overview ................................................................................................................68
Research Design.....................................................................................................69
Qualitative narrative case study method ....................................................69
Method and instrumentation ..................................................................................71
Narrative interviewing ...............................................................................71
Non-directive questioning ..........................................................................72
Use of creative representations ..................................................................73
Participant recruitment ...............................................................................74
Interview protocol ......................................................................................76
Participant involvement in data analysis....................................................78
Site and participant selection .................................................................................79
Site selection ..............................................................................................79
Participants .................................................................................................81
Role of the researcher ............................................................................................83
Data analysis ..........................................................................................................85

Chapter Four: Findings ......................................................................................................92
Overview ................................................................................................................92
Interaction with participants ..................................................................................93
Presentation of study findings ................................................................................95
Searching for social acceptance and approval .......................................................97
Emotional impact .................................................................................................103
A life-ending event ..................................................................................105
Trauma and confusion..............................................................................106
Sadness and depression ............................................................................111
Embarrassment and shame .......................................................................115
Isolation....................................................................................................117
Perceived stigmatization ..........................................................................118
Normal people who learn from their mistakes .........................................124
Concerns of limited opportunities ............................................................125

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Educational impact...............................................................................................127
Loss of educational opportunity...............................................................128
Increased value of education ....................................................................132
Adult support made overcoming adversity possible ................................135
Desire for high expectations ....................................................................138
Perception of increased success in school ...............................................140
Appeal to educators to suspend judgment ...............................................141
Personal growth and self-discovery .....................................................................144
Resilience and perseverance ....................................................................144
Redemption ..............................................................................................151
Re-building life and recreating the self ....................................................153
Learning life lessons ................................................................................157
Increased autonomy .................................................................................158
Conclusion ...............................................................................................165

Chapter Five: Discussion and Recommendations ............................................................167
Overview ..............................................................................................................167
Discussion ............................................................................................................168
Needing peer approval as a precursor to expulsion .................................169
Trauma of expulsion as a change agent ...................................................173
Need for external approval contributed to perceived stigmatization .......177
Positive effect of supportive relationships with adults ............................179
Development of resilience .......................................................................182
Development of internal locus of control ................................................188
Expulsion program goals, philosophy, and structure ...........................................191
Essence of the expulsion experience ....................................................................197
Limitations ...........................................................................................................200
Recommendations for future research .................................................................203
Recommendations for educators ..........................................................................208
Prevent expulsion .....................................................................................208
Identify students at risk for expulsion .............................................209
Provide targeted intervention for at-risk students ...........................210
Connect at-risk students with caring adults ....................................212
Maximize positive outcomes during a student‘s expulsion term .............213
Increase enrollment in alternative educational programs ...............214
Help families to understand expulsion ............................................215
Limit loss of education during expulsion proceedings ...................216
Increase educational opportunities during the expulsion term .......217
Provide diverse opportunities for experiencing success .................218
Have high expectations of expelled students ..................................218
Invest resources in programs for expelled students ........................219
Support students in building relationships with adults ...................219
Provide ample mental health support ..............................................220
Provide socio-emotional education .................................................221
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Conceptualize expulsion as an opportunity for growth ..................222
Treat expelled students as normal people who make mistakes .......223
Frame expulsion as a surmountable challenge ................................224
Help students to set goals and to plan for the future .......................225
Transition students back into the traditional school ................................226
Provide opportunities for students to earn early re-admittance ......227
Conceptualize re-entry as a fresh start ............................................227
Utilize students‘ experiences in decision making ....................................227

References ........................................................................................................................232

Appendices .......................................................................................................................261
Appendix A: Search terms and databases utilized in research ............................261
Appendix B: Invitation to participate ..................................................................263
Appendix C: Informed consent for parents ..........................................................264
Appendix D: Informed assent for students ..........................................................268
Appendix E: Interview protocol ...........................................................................272
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