Risk or Resilience? What Makes a Difference?

Autor/in	Boon, Helen J.
Titel	Risk or Resilience? What Makes a Difference?
Quelle	In: Australian Educational Researcher, 35 (2008) 1, S.81-102 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
Schlagwörter	Low Achievement; Academic Achievement; High Risk Students; Family Structure; Personality; Dropouts; Ethnicity; Socioeconomic Status; Foreign Countries; Behavior Problems; Hypothesis Testing; Indigenous Populations; Predictor Variables; Suspension; Australia + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Schulleistung; Problemschüler; Familienkonstellation; Familiensystem; Personalität; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ethnizität; Socio-economic status; Sozioökonomischer Status; Ausland; Hypothesenprüfung; Hypothesentest; Sinti und Roma; Prädiktor; Ausschluss; Schulausschluss; Australien
Abstract	Dropping out of school has been associated with a student's ethnicity, socioeconomic status, challenging behaviours and low academic achievement. This paper describes research conducted with 1050 students aged 12-15, in three North Queensland urban high schools to investigate issues related to Indigenous and non-Indigenous students at risk of dropping out of school before gaining adequate qualifications. A path-analytic model was developed to assess the influence of socio-demographic, structural family and behavioural factors upon low academic achievement, the strongest predictor of dropping out of school. The specific hypothesis tested was that challenging behaviour, indexed by suspensions, predicts low academic achievement or at-risk status, more strongly than SES or family structure variables. Results indicate that for both Indigenous and non-Indigenous students, suspensions are a stronger predictor of low achievement than socioeconomic or family factors. Moreover, a model testing low achievement as a precursor to suspensions was not supported. Suggestions for future practice and research are proposed. (Contains 5 tables and 2 figures.) (Author).
Anmerkungen	Australian Association for Research in Education (AARE). P.O. Box 71, Coldstream, Victoria 3770, Australia. Tel: +61-0359-649-031; Fax: +61-0359-649-586; e-mail: aare@aare.edu.au; Web site: http://www.aare.edu.au/aer/contents.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10