Routes and Reasons Out, Paths Back: The Influence of Push and Pull Reasons for Leaving School on Students' School Reengagement

Autor/inn/en	Boylan, Rebecca L.; Renzulli, Linda
Titel	Routes and Reasons Out, Paths Back: The Influence of Push and Pull Reasons for Leaving School on Students' School Reengagement
Quelle	In: Youth & Society, 49 (2017) 1, S.46-71 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X14522078
Schlagwörter	Dropouts; At Risk Students; High School Students; Reentry Students; Educational Environment; Discipline Policy; Conflict; Student Characteristics; Environmental Influences; Family Needs; Student Needs; Grade 10; Statistical Analysis; High School Graduates; High School Equivalency Programs + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Zweiter Bildungsweg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Disziplinarmaßnahme; Konflikt; Environmental influence; Umwelteinfluss; Statistische Analyse; Graduate; Graduates; Absolvent; Absolventin
Abstract	Dropout is a major issue facing our country's schools; however, many students who drop out of school later go on to finish their degree either by returning to high school or by earning a General Education Development (GED) credential. Despite this, there has been relatively little research on these students who "stopout" of high school. Drawing on a sample of high school dropouts, we build on research conceptualizing dropouts as having been "pushed" or "pulled" out of school by examining how routes out of school influence the process of return. Our analysis reveals that being either pushed or pulled has little differential impact on the reengagement process. But, particular reasons within the categories have strong effects on keeping students out of school and on the pathways that they take if they return. Implications are suggested for both school practice and for how researchers should best conceptualize dropouts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01