Exploring dimensions of social inclusion among alternative learning centres in the USA

ABSTRACT

Increasing disparities in out-of-school suspension and dropout rates have led a number of school districts to develop alternative models of education to include alternative learning centres (ALCs). Using an exploratory mixed methods design, this study explores dimensions of social inclusion among ALCs, located in the southeastern region of the USA. In the first phase, case-study analyses across two sites contextualised student experiences from the perspective of students, teachers, and assistant principals. In the second phase, data explored student outcomes among a sample of 593 students across 28 ALCs in the school district. Qualitative findings revealed varying dimensions of social inclusion through access, success through empowerment, and participation and engagement. Quantitative findings revealed a majority of students transitioned back to the traditional school environment. There were no clear student or school advantages associated with student transitions; however, high school students were more likely to transition back to the traditional school environment than middle school students. Discussion centres on the challenges school districts experience in promoting social inclusion and implications for inclusive models of education.

KEYWORDS:

• School suspension
• alternative education
• economically disadvantaged
• ethnic minority

Acknowledgements

The authors would like to acknowledge the school district's Director of Alternative Education for their support and assistance in providing detailed accounts of the history of ALCs and coordinating data collection efforts. Special thanks to Kedetta Dawson, Dazzmen Davis, and Andrea Lewis for serving as research assistants for this project and all of the principals, assistant principals, ALC teachers, students, and parents for giving their consent as participants in this study.

ORCID

Dawn X. Henderson http://orcid.org/0000-0002-9773-4208

Rachelle Redmond Barnes http://orcid.org/0000-0001-9074-9928

Notes on contributors

Dr Dawn X. Henderson is an Assistant Professor in the Department of Psychological Sciences at Winston-Salem State University in North Carolina, USA. Dr Henderson is a community psychologist and conducts research on community and school-based interventions for suspended youth. Her current research interests focus on social justice pedagogy, inclusion, and promoting educational attainment among economically disadvantaged and ethnic minority youth.

Dr Rachelle Redmond Barnes is an Assistant Professor in the Department of Psychological Sciences at Winston-Salem State University in North Carolina, USA. Dr Barnes completed her academic studies at The University of North Carolina at Greensboro, receiving a Ph.D. in counseling and counselor education. Her current research interests focus on the experiences of Black clinical supervisors in cross-racial clinical supervision relationships and students with disabilities.

Additional information

Funding

This project was supported with funding from the Society for Community Research and Action, Division 27 of the American Psychological Association and Winston-Salem State University's Research Initiative Program.