Esteban's identity crisis and peer rejection in high school

Student Retention in High School

Hypothetical Case Study

Esteban is a 10-grader whose first language is Spanish. He attends high school that is located close to the U.S./Mexico border in a middle class neighborhood. Although Esteban speaks fluent English with an accent, he has some writing and reading difficulties, plus lacks motivation and interest in academics. Esteban seems to be a social adolescent who speaks of being happy to be in high school, even though he seems a little immature for his age.

As time passed, Esteban's quality of work declined, plus he began vying for attention by trying to monopolize classroom discussions even if it meant laughing at someone else for his or her contribution. Additionally, he would ask the same questions just posed, and at times, he would be reminded sarcastically by other students. Esteban would bombard the teacher with questions not even relevant to the current tasks, just to see if the teacher could answer all them.

One day during bell work, students were reminded to write the question down from the white board but with part of the question in the answer. Esteban blurted out that he always writes the question because it looked longer. In a derogatory manner, a student next to him mimicked the way he said it. Laughingly, the student stated to Esteban, "That's not the way you are suppose to say it." Students were reminded to be sensitive to others, and subsequently, the student apologized to Esteban. After the incident, Esteban began crying and put his head down.

At the end of the day, the teacher spoke to Esteban privately. He shared his dislike for the school; he wanted to be home schooled because students were bullied him, he did not have any friends, and no one cared for him. Esteban had shared concerns with the Dean, but the Dean was unsupportive. The Dean and several teachers shared the same concerns about his immature behavior in class, boundary issues, and his social skills. Subsequently, the Dean referred Esteban to the school counselor.

Remediation & Retention

With respect to high school dropout rates, there is a direct correlation to social and academic factors (Berger, 2010). Students who drop out of high school are disengaged with his or her environment. Based on social factors according the Berger, Esteban would benefit from a smaller school environment, extra-curricular activities, and an Ambassador (2010). Each facet will assist with social development, as aligned with the Social Learning Theory, an extension of Behaviorism Theory (Berger 2010). Without knowing Esteban's interest or reason for the lack of motivation, the educator needs to build a relationship with Esteban. Holding a discovery discussion will provide insights as to his interests, desires, and abilities; this will allow the educator to facilitate student engagement. By observing modeled behavior and given an opportunity to practice in a nonthreatening environment, Esteban will develop the self-efficacy needed to establish self-identity.

Lowering the affective filters and providing the necessary support paves the way for behavior modification (Berger, 2010). An avenue to explore is the use of an Attitude and Interest survey. Conducting this survey before the discovery discussion will be an effective method to gain additional insights into Esteban. Additionally, the educator may discover extra-curricular activities that interest Esteban, and perhaps, the educator may serve as a catalyst for the student's engagement. Finding an outlet for expression will be the beacon needed to build his self-esteem, self-concept, and self-confidence. Last, providing an Ambassador (peer buddy for social acclimation) will add a layer of support and encouragement in various activities. Such operant conditioning and social learning will segue into the desired behavior, encouraging Esteban to change. Ultimately, this may inspire Esteban to improve his engagement and to inspire his life.