Document Type
Dissertation
Date of Award
2026
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Jesse Sealey
Abstract
Multilingual students with limited or interrupted formal education (SLIFE) were underrepresented in the professional literature. Accordingly, the purpose of this research brief was to contribute to an emerging line of research by documenting the voices of SLIFE with regard to barriers to high school graduation they experienced during their educational experiences alongside what supports they experienced that helped remove such barriers. Data was collected through interviews and focus groups, where participants provided first hand accounts of their high school experiences. The researcher’s results showed the importance of personal relationships with teachers, administrators, and mentors from the community. The researcher’s findings also support the importance of culturally responsive educational practices with educators who took the time to understand and value the culture of the students they were teaching. Overall, this study adds to the emerging scholarly dialogue, noting which factors support successful SLIFE graduation from high school while acknowledging the unique cultural and academic needs of SLIFE.
Subject Categories
Educational Administration and Supervision
Keywords
BARRIERS TO HIGH SCHOOL GRADUATION, INTERRUPTED FORMAL EDUCATION, SLIFE
Number of Pages
69
Publisher
University of South Dakota
Recommended Citation
Gaudet, Marcia, "IDENTIFYING BARRIERS TO HIGH SCHOOL GRADUATION BASED ON EXPERIENCES OF FORMER STUDENTS WITH LIMITED OR INTERRUPTED FORMAL EDUCATION (SLIFE): A CASE STUDY" (2026). Dissertations and Theses. 411.
https://red.library.usd.edu/diss-thesis/411