Dropout Typologies: Relating Profiles of Risk and Support to Later Educational Re-Engagement

Autor/inn/en	McDermott, Elana R.; Anderson, Sara; Zaff, Jonathan F.
Titel	Dropout Typologies: Relating Profiles of Risk and Support to Later Educational Re-Engagement
Quelle	In: Applied Developmental Science, 22 (2018) 3, S.217-232 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2016.1270764
Schlagwörter	Dropouts; Individual Characteristics; Classification; Multivariate Analysis; Resilience (Psychology); Interpersonal Relationship; Housing; Reliability; Profiles; Predictor Variables; Reentry Students; Educational Attainment; At Risk Persons; Social Support Groups; Learner Engagement; Family Influence; Peer Influence; Behavior Problems; Delinquency; Student Mobility; Online Surveys; National Surveys; Statistical Analysis + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Classification system; Klassifikation; Klassifikationssystem; Multivariate Analyse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Unterkunft; Reliabilität; Charakterisierung; Profilanalyse; Prädiktor; Zweiter Bildungsweg; Bildungsabschluss; Bildungsgut; Risikogruppe; Social support; Soziale Unterstützung; Kriminalität; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Statistische Analyse
Abstract	A large body of work has examined factors that push and pull youth to drop out. However, a relatively minimal amount of work has examined whether and how these factors cluster in individuals' lives preceding or concurrent to leaving school. This study used Latent Class Analysis with a national sample (N = 1,942) to examine how push, pull, and protective experiences clustered in the lives of individuals who left high school without graduating. Then, we asked how the resultant classes differentially predicted youth re-engagement in educational endeavors. We identified three classes: youth with the presence of protective factors and absence of push/pull factors (Quiet Dropouts), youth with the presence of protective factors and an abundance of push/pull factors (High Adversity), and youth with the presence of instability in factors related to social relationships and school or housing (Instability). Results indicated each profile differentially predicted youths' re-engagement in education and achievement of educational outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01