Content area
Abstract
The purpose of this study is to understand mildly marginalized students better and their educational histories as the student see them in order to effectuate policies and practices that can support their academic success. Specifically, this study looks at school from the perspective of two students to discover how they resist learning. Data on the two seniors, one male and one female, were collected during the 2011–2012 school year at a Midwest suburban high school and included observations, field notes, and in-depth interviews. In this ethnographic case study, four prevalent concepts (parent expectations, social expectations, drug use, and academic expectations) that contributed to the students' motivation and academic performance. However, each student has his or her own reasons for resisting learning and must be seen as individuals by their teachers. Suggestions for how teachers can better work with these students and directions for further research are also discussed.
