Individual, social, and family factors associated with high school dropout among low‐SES youth: Differential effects as a function of immigrant status
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Background In most Western countries, the individual, social, and family characteristics associated with students’ dropout in the general population are well documented. Yet, there is a lack of large‐scale studies to establish whether these characteristics have the same influence for students with an immigrant background. Aims The first aim of this study was to assess the differences between first‐, second‐, and third‐generation‐plus students in terms of the individual, social, and family factors associated with school dropout. Next, we examined the differential associations between these individual, social, and family factors and high school dropout as a function of students’ immigration status. Sample Participants were 2291 students (54.7% with an immigrant background) from ten low‐ SES schools in Montreal (Quebec, Canada). Method Individual, social, and family predictors were self‐reported by students in secondary one (mean age = 12.34 years), while school dropout status was obtained five or 6 years after students were expected to graduate. Results Results of logistic regressions with multiple group latent class models showed that first‐ and second‐generation students faced more economic adversity than third‐generation‐plus students and that they differed from each other and with their native peers in terms of individual, social, and family risk factors. Moreover, 40% of the risk factors considered in this study were differentially associated with first‐, second‐, and third‐generation‐plus students’ failure to graduate from high school. Conclusion These results provide insights on immigrant and non‐immigrant inner cities’ students experiences related to school dropout. The implications of these findings are discussed.Keywords:
Dropout (neural networks)
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Though students at-risk for school dropout appear to recognize the important contribution of teachers to students' persistence to graduation, it is unclear if teachers are equally aware of their empowering influence. Gaining a better understanding of teachers' beliefs about dropout is important to continued efforts to develop interventions that effectively support students to graduation. This article describes the results of a pilot study that surveyed 95 high school teachers from a Midwestern school district about their perceptions of school dropout, along with their perception of teachers' role in supporting students' school completion. Teachers perceptions of the causes of dropout tended to focus on factors outside of their control. Factors that support strong student-teacher relationships were more moderately rated as contributing to dropout. A quarter of the teachers reported that they had only limited influence on students' decisions to stay in or dropout of school.
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IMPLEMENTATION OF A SERVICE LEARNING METHODOLOGY TO INCREASE MOTIVATION AND REDUCE SCHOOL DROPOUT IN HIGH SCHOOL STUDENTS
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This study searched school dropout risk factors and protective factors that high school students in crisis of school dropout recognize by using concept mapping. To this end, this study was targeted at 8 high school students in crisis of school dropout. Finally, it turned out 49 items of risk factors and 34 items of protective factors. And the data was analyzed by multidimensional scaling and cluster through their similarities and importance. The results showed that 2 dimensions (direct-indirect impact of the controlled environment, and sociocultural area-school system area), 5 clusters of risk factors and 2 dimensions (peer relations and school environment areas-the older generation and social environment areas, and interpersonal area-personal inner area), 4 clusters of protective factors. As a result, the risk factors were revealed ‘conflict with teachers’, ‘academic stress’, ‘difficulties in friendship’, ‘reluctance to school life’, and ‘desire for social life.’ Among these, ‘conflict with teachers’ proved to be the most important. On the other hand, the protective factors were revealed ‘support from parents and teachers’, ‘hope for career and future’, ‘consideration of friends’, and ‘regret about school life.’ The result of evaluating the importance of each cluster, ‘support from parents and teachers’, was showed the most important protective factors. Based on these results, applicabilities and limitations in education field as well as risk and protective factors were discussed.
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The literature supports the theory that high school dropouts are unable to find employment when they leave school, and that girls who dropout are more likely than boys to return. It was hypothesized that schools may not want to take back students who had once dropped out of school. To investigate the schools' response to dropouts trying to return, three actors were used to portray a male dropout, a female dropout and a parent of a dropout. Fifteen schools were contacted, to determine the differences in response to each actor. The results indicate that schools were more likely to accept the child who is represented by the parent, and that schools reacted more favorably to the parent. The results are discussed and specific recommendations made for program and practice.
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This article studies the determinants of school dropout decisions for western rural China by using the original and unique survey of 6,000 families in western rural China. Special focus is given to the impact of religion on dropout decisions. We find that children from religious families are more likely to drop out of school than other children, especially for those practicing Tibetan Buddhism. In addition, we find that increase in a child's age, being a boy, and being part of an ethnic minority will increase the dropout probability while an increase in the mother's education will decrease the dropout probability. Family income and migration status do not have significant impact on the dropout decision in western rural China.
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