[01] Katherine Curry, School of Educational Foundations, Leadership and Aviation, Oklahoma State University, Stillwater, USA. [02] Lou Sabina, Department of Education, Stetson University, DeLand, USA. [03] Kiara Sabina, Department of Academic Affairs, Seminole State College, Sanford, USA. [04] Jackie Mania-Singer, School of Educational Foundations, Leadership and Aviation, Oklahoma State University, Stillwater, USA. [05] Shawna Richardson, School of Educational Foundations, Leadership and Aviation, Oklahoma State University, Stillwater, USA.

Despite technological advancements and educational reform across the globe, pockets of the world still struggle to provide students with even basic programs to meet their educational needs. A country that has struggled to deliver quality education is Belize. High school education in Belize, historically, has been accessible to only the top performing students and families that could afford to pay. In 2008, however, High Seas Academy high school was established on a small, remote island in Belize. Before the school was established, only primary school was available, and students were either relegated to a life of poverty while tourist and other international “transplants” prospered through the flourishing tourism industry, or families were broken apart as students left the island to attend high school, often in dangerous, crime-ridden areas of Belize. Despite this new educational opportunity, educational leaders struggle to promote academic success for students. High school completion rates are low, and student progress through school is limited. The purpose of this qualitative case study is to understand existing challenges that students at High Seas Academy experience that hinder them from achieving their academic potential. Utilizing the theoretical framework of Patterson’s (2001) culture of poverty, findings indicate the existence of strong cultural and structural barriers that interfere with students’ educational progress. Cultural barriers include family norms of reliance on students to contribute to family finances, high incidence of early pregnancy and marriage, low expectations for advancement, and little parent oversight to disrupt the influence of substance abuse and gang activity. Structural barriers include limited communication among adults causing the adult native population to live in isolated pockets of close friends and family, the presence of many single parent families, limited resources for the sustainability of the school, and the remote location of the school. This study offers important implications for actions and activities that could, potentially, reduce the influence of these barriers. This study adds to the existing body of literature by offering a narrative portrait of a school in a remote, isolated context, minimally influenced by extraneous factors such as the media or competing interests/goals. The use of Patterson’s theoretical model is expanded to explore Caribbean cultural context. Findings from this study may further understandings about the influence of transmitted and modified cultural barriers and structural barriers to promote enhanced student success.

International Education, Belize, School Reform, Poverty, Educational Access, Equity

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