Self-Efficacy, Dropout Status, and the Role of In-School Experiences among Urban, Young Adult School-Leavers and Non-Leavers

Autor/inn/en	Brown, Tara M.; Galindo, Claudia; Quarles, Bradley; Cook, Alice LaRue Joy
Titel	Self-Efficacy, Dropout Status, and the Role of In-School Experiences among Urban, Young Adult School-Leavers and Non-Leavers
Quelle	In: Urban Review: Issues and Ideas in Public Education, 51 (2019) 5, S.816-844 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-019-00508-3
Schlagwörter	Self Efficacy; Dropouts; Student Experience; Urban Youth; Young Adults; High School Students; Educational Environment; Low Income Students; Hispanic American Students; Grades (Scholastic); Interpersonal Relationship; Minority Group Students + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Studienerfahrung; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Young adult; Junger Erwachsener; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hispanic; Hispanic Americans; Hispanoamerikaner; Notenspiegel; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	High school non-completion remains a stubborn reality in urban communities where low-income people of color are concentrated, putting young adults at risk for long-term economic instability. Research shows that self-efficacy positively affects school outcomes and that in-school experiences influence school completion. However, little is known about the joint effects of self-efficacy and aspects of the school context on school-leaving. This study gathered data from a sample of 200 young adults recruited through a participatory action research project in a low-income, predominantly Latina/o urban community. Using descriptive and inferential statistical analyses, this study examines relationships between academic and general self-efficacy, dropout status (non-leavers, temporary-leavers, and permanent-leavers), and school context. Results showed few differences between temporary- and permanent-leavers, although leavers had lower academic self-efficacy but higher general self-efficacy than non-leavers. Moreover, grades and caring relations with adults explained the difference in self-efficacy by dropout status. This article discusses implications for research and practices on school completion, particularly for young adults living low-income, racially/ethnically minoritized urban communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01