ABSTRACT
I obtained the data in this chapter during a research project about students who were at risk of dropping out of school. The original study stated this question: “How do students who are pushed out of regular education classrooms describe key events in their retrospective life histories?” In this chapter I present data from one African-American female (Iesha), whose meaning perspective of school changed from “I like school” to “School is not for me.” I link descriptions of her key life events to her later in-school performance and to relevant theory in the field.
