Discrimination and Other Education Barriers, School Connectedness, and Thoughts of Dropping out among Latina/o Students

Autor/inn/en	McWhirter, Ellen Hawley; Garcia, Eric A.; Bines, Derrick
Titel	Discrimination and Other Education Barriers, School Connectedness, and Thoughts of Dropping out among Latina/o Students
Quelle	In: Journal of Career Development, 45 (2018) 4, S.330-344 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-8453
DOI	10.1177/0894845317696807
Schlagwörter	Hispanic American Students; Student School Relationship; Barriers; Racial Discrimination; Dropouts; Student Attitudes; High School Students; Regression (Statistics); Educational Environment; Disproportionate Representation; At Risk Students; Peer Influence; Student Characteristics; Questionnaires; Ethnic Stereotypes + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schüler-Lehrer-Beziehung; Racial bias; Rassismus; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schülerverhalten; High school; High schools; Oberschule; Regression; Regressionsanalyse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fragebogen; National stereotype; Nationales Stereotyp
Abstract	We test two models in which Latina/o students' school connectedness partially mediates the relationship between barriers (discrimination experiences at school and other educational barriers, respectively) and thoughts of dropping out of high school. Results of a moderated mediator analyses in a sample of 896 Latina/o high school students were consistent with hypotheses. Latina/o students who reported greater frequency of discrimination experiences and those who reported greater frequency of other barriers that affect how they are doing in school were more likely to have thoughts of dropping out, and these relationships were attenuated by school connectedness. A hierarchical regression indicated that discrimination experiences, other educational barriers, and school connectedness each contributed unique variance to thoughts of dropping out. Findings highlight the salience of efforts to reduce discrimination in schools and enhance school connectedness as a potential protective factor for Latina/o youth. Implications for dropout prevention are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01