The sociohistorical approach to cultural pathways toward independence would be best suited for developing programs to decrease the high school dropout rate.
As discussed by Greenfield, et al (2003) the sociohistorical approach “emphasizes processes of social construction, particularly cultural apprenticeship, cultural tools, and the historical dimension of these processes” (p. 466). Incorporating work study programs in high school curriculums prepares students to enter the workforce with a trade or skill. A sociohistorical approach can be utilized by encouraging students to become apprentices. Apprenticeship gives them hands-on experience enabling them to secure employment after graduation.
For individuals who have familial obligations
As discussed by Greenfield, et al (2003) the sociohistorical approach “emphasizes processes of social construction, particularly cultural apprenticeship, cultural tools, and the historical dimension of these processes” (p. 466). Incorporating work study programs in high school curriculums prepares students to enter the workforce with a trade or skill. A sociohistorical approach can be utilized by encouraging students to become apprentices. Apprenticeship gives them hands-on experience enabling them to secure employment after graduation.
For individuals who have familial obligations