Urban Principals: A Critical Perspective on the Context of Minority Student Dropout

Abstract

This research builds on the school effects literature concerning student dropout and critically examines the views of urban principals on student dropout. This study explores three interrelated questions: How do principals define the problem of student dropout? What are their current practices and proposed solutions to address student dropout? and How does the perceived context of the dropout problem inform these practices and solutions? Using a combination of theoretical perspectives, the authors analyzed principal interviews and questionnaire data in eight racially diverse secondary schools. The findings suggest that principals' perceptions and accompanying silence or actions may perpetuate relationships that contribute to student dropout and unequal power relations in society.