Academic Disidentification, Race, and High School Dropouts

Autor/in	Griffin, Bryan W.
Titel	Academic Disidentification, Race, and High School Dropouts
Quelle	In: High School Journal, 85 (2002) 4, S.71-81 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
Schlagwörter	Dropouts; National Competency Tests; Data Analysis; White Students; Academic Achievement; High School Students; African American Students; Hispanic American Students; Asian American Students; Self Esteem; Dropout Rate; Grade Point Average; Race; Florida + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Auswertung; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Self-esteem; Selbstaufmerksamkeit; Rasse; Abstammung
Abstract	An important predictor of whether students remain in school or withdraw is their ability to identify with academics. Consistent with Ogbu's (1992) cultural inversion and Steele's (1992) stereotype threat hypotheses, research has shown that Black and Hispanic students tend to demonstrate higher levels of academic disidentification relative to Asian and White students. The present study was conducted to learn whether Black and Hispanic students, when compared to Asian and White students, show further evidence of disidentification from academics when deciding to withdraw from school. Data were collected from 132,903 high school students in Florida, USA. Results from the data analysis are consistent with the disidentification hypothesis. Specifically, both Black and Hispanic students appear to place less importance on academic achievement than do either Asian or White students when considering school withdrawal. Potential limitations of this research and methods for addressing disidentification are discussed. (Contains 3 tables.) (Author).
Anmerkungen	University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/journals/j-hsj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10