The Phenomenological Exploration of Academic Re-engagement for High School Completion

Abstract

This study uses a qualitative methodology in a phenomenological exploration of academic re-engagement for high school completion. An investigation was conducted of those who left before graduation and chose a service learning program for high school completion. New Jersey Youth Corp members (n=3) and alumni (n=12) participated in individual interviews and the staff (n=6) participated in a focus group. Resilience Theory, Critical Race Theory, and Systems Ecological Theory constitute the theoretical framework. The study sought to answer: "What were the personal lived experiences of high school students who chose to complete high school using a service learning program?" Participants shared the challenges of their lives with attending school. Findings include that some said it was boring, teachers considered it a job, and support was missing to address their challenges outside of school so they could remain in the academic environment until graduation. The social work profession ultimately is the profession to advocate for public education students in marginalized, underserved, impoverished, and under-resourced communities to policy makers and legislators.