The Complexity of Non-Completion: Being Pushed or Pulled to Drop out of High School

Autor/inn/en	Bradley, Christen L.; Renzulli, Linda A.
Titel	The Complexity of Non-Completion: Being Pushed or Pulled to Drop out of High School
Quelle	In: Social Forces, 90 (2011) 2, S.521-545 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7732
DOI	10.1093/sf/sor003
Schlagwörter	Dropouts; Academic Achievement; White Students; High School Students; African American Students; Socioeconomic Status; Comparative Analysis; Racial Differences; Gender Differences; Poverty; Models; Academic Persistence; Hispanic American Students; Poverty Areas + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Socio-economic status; Sozioökonomischer Status; Rassenunterschied; Geschlechterkonflikt; Armut; Analogiemodell; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	Using a model of student dropout with only two possible outcomes--"still in school" or "dropout"--hides the complex reasons that students leave high school. We offer a model with three outcomes: in school, pushed out or pulled out. Using data from the Educational Longitudinal Survey, we find that for black students, differences in SES explain higher likelihoods of being either pushed or pulled out as compared to white students, but Latino students remain more likely to be pulled out even after we control for SES. We also find that SES moderates the relationship between race/gender and being pushed out, and that higher levels of SES may be detrimental to students of color in the context of high poverty schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10