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'My Story Started When I Was Younger...': A Qualitative Analysis of Youth's Differential Journeys Away from School

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Title: 'My Story Started When I Was Younger...': A Qualitative Analysis of Youth's Differential Journeys Away from School
Language: English
Authors: Jessica B. Koslouski (ORCID 0000-0002-7728-2515), Anna Skubel, Jonathan F. Zaff, Michelle V. Porche
Source: Journal of Adolescent Research. 2024 39(5):1193-1223.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 31
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Dropouts, High School Students, Early Experience, Trauma, Gender Differences, At Risk Students, Student Attitudes, Needs Assessment, Negative Attitudes, Student Behavior, Antisocial Behavior
DOI: 10.1177/07435584221115893
ISSN: 0743-5584
1552-6895
Abstract: Adverse childhood experiences (ACEs) increase youths' risk for leaving high school before graduating. However, to our knowledge, no one has examined how youth themselves conceptualize the role of ACEs in their journeys away from school. In this exploratory qualitative study, we used narrative analysis to examine (1) whether youth (n = 27) described ACEs leading them away from school, (2) how early these trajectories began, from youth's own perspectives, and (3) if this varied by elements of identity and social position. Focus groups were conducted with youth ages 18-25 from 13 communities across the U.S. We found that youth described their journeys away from school as starting with early ACEs. We also found that youths' narratives reflected intersectional gender differences in the pathways away from school that youth described. Girls articulated how ACEs influenced subsequent non-academic priorities; they eventually left or were kicked out due to a lack of credits. Boys expressed that early ACEs were followed by risk behaviors, punishment, and dropout. Implications for healing-centered engagement across settings and targeted dropout prevention are discussed.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1436223
Database: ERIC
FullText Text:
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  Data: 'My Story Started When I Was Younger...': A Qualitative Analysis of Youth's Differential Journeys Away from School
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Jessica+B%2E+Koslouski%22">Jessica B. Koslouski</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7728-2515">0000-0002-7728-2515</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anna+Skubel%22">Anna Skubel</searchLink><br /><searchLink fieldCode="AR" term="%22Jonathan+F%2E+Zaff%22">Jonathan F. Zaff</searchLink><br /><searchLink fieldCode="AR" term="%22Michelle+V%2E+Porche%22">Michelle V. Porche</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Adolescent+Research%22"><i>Journal of Adolescent Research</i></searchLink>. 2024 39(5):1193-1223.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 31
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Dropouts%22">Dropouts</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Experience%22">Early Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma%22">Trauma</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Needs+Assessment%22">Needs Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Negative+Attitudes%22">Negative Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Antisocial+Behavior%22">Antisocial Behavior</searchLink>
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  Data: 10.1177/07435584221115893
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  Data: 0743-5584<br />1552-6895
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Adverse childhood experiences (ACEs) increase youths' risk for leaving high school before graduating. However, to our knowledge, no one has examined how youth themselves conceptualize the role of ACEs in their journeys away from school. In this exploratory qualitative study, we used narrative analysis to examine (1) whether youth (n = 27) described ACEs leading them away from school, (2) how early these trajectories began, from youth's own perspectives, and (3) if this varied by elements of identity and social position. Focus groups were conducted with youth ages 18-25 from 13 communities across the U.S. We found that youth described their journeys away from school as starting with early ACEs. We also found that youths' narratives reflected intersectional gender differences in the pathways away from school that youth described. Girls articulated how ACEs influenced subsequent non-academic priorities; they eventually left or were kicked out due to a lack of credits. Boys expressed that early ACEs were followed by risk behaviors, punishment, and dropout. Implications for healing-centered engagement across settings and targeted dropout prevention are discussed.
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        Value: 10.1177/07435584221115893
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      – Text: English
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      – SubjectFull: High School Students
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      – SubjectFull: Early Experience
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      – SubjectFull: Negative Attitudes
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      – SubjectFull: Student Behavior
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      – SubjectFull: Antisocial Behavior
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      – TitleFull: 'My Story Started When I Was Younger...': A Qualitative Analysis of Youth's Differential Journeys Away from School
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