A Comparison of the Hispanic Dropout and Non-Dropout between the 8th and 10th Grades.

Autor/inn/en	Boyd, Rossana R.; Tashakkori, Abbas
Titel	A Comparison of the Hispanic Dropout and Non-Dropout between the 8th and 10th Grades.
Quelle	(1994), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Failure; Adolescents; At Risk Persons; Dropout Attitudes; Dropout Characteristics; Dropouts; Grade 10; Grade 8; High Risk Students; Hispanic American Students; Hispanic Americans; Longitudinal Studies; Potential Dropouts; Secondary Education; Student Attrition; Withdrawal (Education) + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Risikogruppe; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; School year 08; 8. Schuljahr; Schuljahr 08; Problemschüler; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarbereich; Schülerbeurlaubung; Kursabbruch
Abstract	Recent census figures indicate that, compared to all races and ethnic groups, Hispanic students had the lowest rate of graduation from high school. This article explores possible predictors of dropout among Hispanic youth by comparing the Hispanic youth who dropped out of school between the 8th and 10th grade with those who continued. Data for the study came from the base year (1988) and the first follow-up (1990) of the National Longitudinal Study of Eighth Graders. Out of almost 25,000 8th graders tested in 1988, 3,171 were identified as Hispanic. In addition to performance on standardized achievement tests, a variety of individual, school, and family-level variables were also available. Preliminary descriptive analyses indicated that the dropout sample was different from the rest of the Hispanic youth in their attitudes towards school while in the 8th grade. The dropout sample also featured a lowered sense of efficacy, lower self-esteem, and lower educational aspirations in the 8th grade than did continuing students. They also felt less safe at school. Likewise, the dropout sample had lower scores on standardized tests. It is recommended that opportunities be provided for creating positive self-perceptions in minority youth, especially in academic areas. (RJM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01