Date of Award

9-1978

Document Type

Thesis

Degree Name

Master of Arts

Department

Education

Abstract

This thesis explores the experiences, needs, and educational environments of divergent youth attending five continuation high schools in Southern California. Genene K. Sepulveda draws from personal teaching experience and in-depth field research to examine how these alternative schools address the unique challenges faced by students who struggle in traditional educational settings. The study reviews literature on adolescent development, identity formation, and the psychological, social, and academic needs of nonconforming students. Through interviews with administrators, teachers, and students, and by analyzing school philosophies and accreditation data, the thesis identifies patterns in curriculum design, teaching methods, and institutional support. It emphasizes the importance of individualized instruction, positive student-teacher relationships, and a flexible learning environment. The research also highlights the significance of understanding students’ socioemotional backgrounds and using systems thinking to evaluate educational effectiveness. Sepulveda concludes with recommendations for improving continuation education through stronger administrative guidance, community collaboration, and teacher preparation. Her work not only advocates for educational equity but also offers practical strategies to foster growth among youth who are often marginalized by mainstream schooling. This study contributes to the broader discourse on alternative education and affirms the value of nurturing learning environments for all students, regardless of their prior academic trajectories.

Comments

Appendix not included due to privacy concerns.

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