Abstract
The concerns of students identified as at-risk of dropping out of school in an urban setting were studied using innovative ethnographic methods. Students from the subject population were hired to act as collaborators rather than informants and to collect taped dialogues between themselves and their peers. As collaborators, they also participated in the analysis of data and contributed to identifying the research questions of the inquiry. Data indicated that pressure and boredom were most often mentioned as negative factors in the lives of the students, with pressure emanating from social forces outside of school but contributing to boredom inside.
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