{'fraction_non_alphanumeric': 0.022189349112426034, 'fraction_numerical': 0.0014792899408284023, 'mean_word_length': 6.121052631578947, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Immigrant and Minority Student Visual Narratives of High School Dropout in Atlanta

This thesis is about the Reading and Writing for Filmmaking Afterschool program, an extracurricular focus group centered around engaging urban immigrant and minority workingclass high school students in a discussion about high school dropout using participatory video as a methodological tool. The program was created under the assumption that, (1) within ‘free spaces’ students who are encouraged to express themselves and explore their social realities through innovative methods will reveal their understanding of high school dropout and the factors contributing to it, and (2) the way these students conceptualize and talk about high school dropout is significant to understanding this phenomenon. Through participatory video, observation, interviews, and storyboard narratives, I examine the discourse of minority and immigrant students as a means of understanding their cultural assumptions and observations of school dropout. As a result, this paper illuminates the issue of immigrant educational retention and attrition in an urban public school setting. INDEX WORDS: Latino, Hispanic, Minority, Immigrant, Educational attainment, School dropout, School attrition and retention, Participatory video, Narrative, Visual methodology, Afterschool programs, Georgia