The Hidden Dropout Phenomenon among Immigrant High-School Students: The Case of Ethiopian Adolescents in Israel--A Pilot Study

Autor/inn/en	Rosenblum, Sara; Goldblatt, Hadass; Moin, Victor
Titel	The Hidden Dropout Phenomenon among Immigrant High-School Students: The Case of Ethiopian Adolescents in Israel--A Pilot Study
Quelle	In: School Psychology International, 29 (2008) 1, S.105-127 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034307088506
Schlagwörter	Dropout Rate; Dropouts; Attendance; Adolescents; Foreign Countries; Immigrants; Stress Variables; High Schools; Rural Areas; Western Civilization; Socioeconomic Background; Symptoms (Individual Disorders); Self Efficacy; Comparative Analysis; Social Support Groups; Cognitive Ability; Ethiopia; Israel + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Anwesenheit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Immigrant; Immigrantin; Immigranten; High school; Oberschule; Rural area; Ländlicher Raum; Sozioökonomische Lage; Psychiatrische Symptomatik; Self-efficacy; Selbstwirksamkeit; Social support; Soziale Unterstützung; Denkfähigkeit; Äthiopien
Abstract	The high school dropout rate among immigrant students has become a serious problem in many places around the world. Hidden dropout or irregular school attendance may be the first stage of school dropout. This article examines the hidden dropout phenomenon among Ethiopian immigrant adolescents aged 14-18 in Israel, as a prototype of immigration from a traditional, rural society to a western one. Sixty irregular school attendees were compared with 28 regular attendees, regarding the following characteristics: family and socio-economic background, psychological distress symptoms (BSI), self-efficacy (SEF), perceived social support (MSPSS) and cognitive skills (ROcF). Results indicated that both groups came from similar low socio-economic backgrounds and showed similarly poor cognitive performance levels. However, among the hidden dropout group, the perceived social support was significantly higher and feelings of stress were significantly lower. Several explanations are provided for these unexpected results, and research and practice implications are discussed. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10