An Analysis of the Persistence/Dropout Behavior of Hispanic Students in a Chicago Public High School.

Autor/in	Miller, Angela Perez
Titel	An Analysis of the Persistence/Dropout Behavior of Hispanic Students in a Chicago Public High School.
Quelle	(1991), (68 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Persistence; Dropout Characteristics; Dropout Research; Dropouts; Ethnic Groups; Hispanic American Students; Hispanic Americans; Mexican Americans; Models; Predictor Variables; Puerto Ricans; School Holding Power; Sex Differences; Urban Schools + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ethnie; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Analogiemodell; Prädiktor; Puerto Rican; Puerto-Ricaner; Sex difference; Geschlechtsunterschied; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This study of the school-related factors that influence the persistence or withdrawal of Hispanic American high school students did not validate Tinto's model of dropout behavior. Tinto's model (1975) is based on a sequence of the following variable clusters: (1) background characteristics; (2) external factors; (3) academic integration; (4) social integration; and (5) commitment to school. An adaptation of Tinto's model was applied to a sample of high school student volunteers in Chicago (Illinois) that included 98 Puerto Rican, 189 Mexican, and 6 other Hispanic American students. The following findings are discussed: (1) school-related variables did not predict persistence/withdrawal behavior for the total sample, or for the male, female, Mexican, or Puerto Rican subgroups; (2) school-related variables influenced the school commitment of Mexican males; (3) external factors influenced the persistence/withdrawal for the total sample and for males and females separately; (4) school commitment variables positively influenced persistence for males but not for females; (5) Puerto Rican students appeared to be positively influenced by pre-high school achievement and negatively influenced by external factors, whereas Mexican students were more likely to be positively influenced by personal commitment; and (6) patterns of persistence behavior varied by Hispanic subgroup and by sex. The following materials are appended: (1) a list of 65 references; (2) seven tables of statistical data; (3) one figure; and (4) a categorization of the survey and data items. (FMW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC