Dropping out among Hispanic youth

Fernández, Roberto; Paulsen, Ronnelle; Hirano-Nakanishi, Marsha

doi:10.1016/0049-089x(89)90002-1

Cited by 52 publications

(37 citation statements)

References 27 publications

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“…. this pattern is strong evidence that students who have been grade delayed tend to drop out because of the age disjuncture between themselves and their peers and the consequent lack of fit between the respondent's peer group and classmates" (Fernandez et al, 1989;p. 37).…”

Section: Resultsmentioning

confidence: 87%

Winning the battle and losing the war: Examining the relation between grade retention and dropping out of high school

Jimerson

Anderson

Whipple

2002

Psychology in the Schools

273

180

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The aim of this investigation is to provide a comprehensive review of dropout research that examines grade retention within both associative and predictive models. A systematic review of seventeen studies examining dropping out of high school prior to graduation demonstrates that grade retention is one of the most powerful predictors of dropout status. The discussion addresses the discrepancies among the perspectives of many educational professionals regarding the effectiveness of grade retention and deleterious long-term correlates. The transactional model of development is presented, which emphasizes developmental trajectories over time, in order to facilitate the interpretation of the association between grade retention and school withdrawal. Educational professionals, teachers, researchers, parents, and policymakers considering the efficacy of grade retention are encouraged to consider the implications of these findings.

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Section: Resultsmentioning

confidence: 87%

Winning the battle and losing the war: Examining the relation between grade retention and dropping out of high school

Jimerson

Anderson

Whipple

2002

Psychology in the Schools

273

180

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“…Many factors associated with high school dropout have been reported, but those linked most consistently to school leaving are academic achievement and socioeconomic status (Fernandez, Paulsen, and Hirano-Nakanishi, 1989;Fernandez and Nielsen, 1986;Nielsen and Femandez, 1982;Duncan, Featherman, and Duncan, 1972;Jencks, Smith, Bane, Cohen, Gintis, Heyns, and Michelson, 1972). It is not difficult to understand how the adverse conditions accompanying low social and economic status may impede the ultimate educational progress of students (see Femandez and Nielsen, 1986).…”

mentioning

confidence: 93%

“…In addition to language factors, recent research has included a focus on the immigrant status of students (Fernandez et al, 1989;Velez, 1989;Buriel and Cardoza, 1988;Fernandez and Nielsen, 1986;Nielsen and Fernandez, 1982). This has particular relevance for Hispanics, of whom there are significant populations of both immigrants and nonimmigrants.~ Most studies indicate that immigrant minority youth experience greater academic success than do those born in the United States, and it has been suggested that the reason is a kind of selection process: The resources and attributes required of individuals for resettlement may be manifested in higher motivation in this population, who may also place greater value on education as the best means to upward mobility (see Fernandez and Nielsen, 1986).…”

mentioning

confidence: 96%

Predicting the academic achievement of Puerto Rican and Mexican-American ninth-grade students

et al. 1994

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The study examines the predictive value of several variables on ninth-grade grade point average for Mexican-American and Puerto Rican high school students. English and Spanish proficiency in reading, writing, speaking, and understanding the language as well as the use of Spanish or English in the home represented the language variables. The students' immigration status, gender, place of geographic residence, and mother's education were also included. Gender and immigration status significantly predicted GPA. English proficiency was significantly different for the two groups, and the more English-proficient Mexican-A~ericans did more poorly in high school. No other language variables were significant predictors of the students' GPA in the study.

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“…This finding is not universal for all groups, however. There is relatively little evidence of a positive second generation effect among Latino students in our sample, and immigrant optimism is rarely mentioned in research on Mexican American educational attainment (Landale, Oropesa, andLlanes 1998, Fernandez andPaulsen 1989).…”

Section: Resultsmentioning

confidence: 86%