Academic achievement and dropout perceptions of Mexican -descent middle and high school students: A Q methodology study

The dropout rate for Mexican-descent students enrolled in the U.S. public school system is among the highest of any race or ethnicity. These students may be functionally illiterate in both English and Spanish. The purpose of this study was to investigate the perceptions of at-risk, Mexican-descent, adolescent students who expressed personal opinions towards academic success or failure, rather than to test a predetermined trait or a priori hypotheses.;Thirty-two students from Spring Branch Independent School District, located in a suburb of Houston, Texas, participated in this study. The students were enrolled in school but identified as at-risk learners and included male and female participants in Grades 8, 9, and 10. Their viewpoints were examined through Q methodology (Stephenson, 1953). Factor analysis of their Q sorts yielded three distinct attitudinal factors: (a) internally motivated perception students, (b) familia motivated perceptions students, and (c) disaffected perceptions students. Distinguishing statements that represent each factor are discussed and compared against demographic data.;The findings of this study support the contextual-ecological view of influences that affect minority cultures and impact school accomplishment. The relationship between academic success and dropout perceptions was not linear but rather a multifaceted, contextual sphere of commingled influences on an individual's perceptions. Results of this study may assist educators and parents in understanding how to best increase minority scholastic achievement and decrease dropout rates. This study increases the understanding of the perceptions of Mexican-descent adolescents toward academic success and dropping out of school in order to provide a basis for social change through communication and dialogue between Mexican-descent students and families, and school administrators and faculty members.