Keeping Children in School: Effects of Household and Context Characteristics on School Dropout in 363 Districts of 30 Developing Countries

Autor/inn/en	Huisman, Janine; Smits, Jeroen
Titel	Keeping Children in School: Effects of Household and Context Characteristics on School Dropout in 363 Districts of 30 Developing Countries
Quelle	In: SAGE Open, 5 (2015) 4, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244015609666
Schlagwörter	Developing Nations; School Holding Power; Academic Persistence; Dropout Prevention; Institutional Characteristics; Socioeconomic Influences; Cultural Influences; Family Environment; Environmental Influences; Context Effect; Foreign Countries; Fathers; Occupations; Mothers; Employment Level; Family Structure; Educational Attainment; Teacher Characteristics; Gender Differences; Rural Areas; Bolivia; Colombia; India; Indonesia; Malawi; Peru; Philippines; Africa; Asia; South America; Europe + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Sozioökonomischer Faktor; Cultural influence; Kultureinfluss; Familienmilieu; Environmental influence; Umwelteinfluss; Ausland; Beruf; Berufsumfeld; Mother; Mutter; Beschäftigungsgrad; Familienkonstellation; Familiensystem; Bildungsabschluss; Bildungsgut; Geschlechterkonflikt; Rural area; Ländlicher Raum; Bolivien; Kolumbien; Indien; Indonesien; Philippinen; Afrika; Asien; Südamerika; Europa
Abstract	We study household and context determinants of school dropout using data for 130,000 children in 363 regions of 30 developing countries using multi-level discrete-time event-history analysis. Most (72%) of the variation in school dropout is due to household-level factors, with socioeconomic resources (parental education, father's occupation, and wealth) being most important. Household structure plays a role too. Earlier born, non-biological children and children living with one parent drop out more. Important context factors are educational resources (availability of schools and teachers) and level of development of the region. Interaction analysis reveals that many effects of household-level factors depend on context characteristics, stressing the importance of a situation-specific approach. Results also indicate that the transition from primary to secondary education is a major breaking point in children's educational careers and that extending the duration of primary education might be an effective strategy to keep children in school longer. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01