Risk Factors and Levels of Risk for High School Dropouts

Suh, Suhyun; Suh, Jingyo

doi:10.5330/prsc.10.3.w26024vvw6541gv7

Cited by 100 publications

(31 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Suh and Satcher (2005) suggested that at-risk factors Korean American Youths have faced included insensitive and discriminatory school personnel, peer harassment, cultural discrepancies, language deficiency, lack of parental involvement in school, and unfamiliar concept of self and low self-esteem by identity confusion, which could bring about a sense of alienation, feelings of helplessness and hopelessness. When Korean American youths face multiple at-risk factors, they might lose their motivation to do school work, and finally they might drop out of school (Suh and Suh 2007). Some of the potential issues or challenges Korean American youths have wrestled with are also applicable to Korean ESA adolescents including the four focal students in this study.…”

Section: Discussionmentioning

confidence: 99%

“…Suh and Satcher (2005) suggested that at-risk factors such as insensitive and discriminatory school personnel, peer harassment, cultural discrepancies, language deficiency, retention, lack of counseling services could bring about a sense of alienation, feelings of helplessness and hopelessness. When Korean American youths face multiple at-risk factors, they might lose their motivation to do school work, and finally they might drop out of school (Suh and Suh 2007). Especially, three variables, low GPA, suspension (behavioral problems), and low SES (socio-economic status), have been identified by researchers as risk factors that have critical effect on high school drop-out rates.…”

Section: Understanding Immigrant Youthmentioning

confidence: 99%

“…Prior research revealed diverse academic, psychological, social adjustment experiences of immigrant youths in the U.S. Studies found that immigrant youths have suffered from numerous challenges and stresses in adjusting to the U.S. (Suh and Satcher 2005;Suh and Suh 2007;Valdes 2001). At-risk factors affecting Asian American students' high school drop-out rates encompass limited English proficiency, negative attitudes toward Asian/Asian Americans, conflicts between native-born and foreign-born Asian Americans, newly expected classroom behaviors, low economic status, high parental expectations for academic achievement, lack of parental involvement in school, and unfamiliar concept of self and low self-esteem by identity confusion (Suh and Satcher 2005).…”

Section: Understanding Immigrant Youthmentioning

confidence: 99%

See 2 more Smart Citations

Educational Exodus: Stories of Korean Youth in the U.S.

Choi

Kim

2017

Social Sciences

View full text Add to dashboard Cite

An increasing number of Korean early study abroad (ESA) students are spending some of their K-12 school years in the U.S. to continue their schooling. This typical social and educational phenomenon in Korea has surged since 2000. This study aims to investigate Korean ESA adolescents' life experiences in the U.S., focusing on motives for ESA and challenges they have experienced during their staying in the U.S. A case narrative inquiry was adopted as a research methodology to examine in-depth life experiences of four focal students. For the primary method of data collection, this study employed longitudinal observation, individual interviews, and written documents. Findings indicated that various components were entangled in complex ways for explaining the students' decision-making such as escaping from competitive Korean educational situation, improving English language competence, following their parents' academic journey, and getting better education. However, it might not be a path without risks. In our study, the Korean ESA adolescents have faced various challenges and even agonies. This research will provide authentic and practical information for educators and teachers to understand this emerging group of students.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Understanding Immigrant Youthmentioning

confidence: 99%

Section: Understanding Immigrant Youthmentioning

confidence: 99%

See 1 more Smart Citation

Educational Exodus: Stories of Korean Youth in the U.S.

Choi

Kim

2017

Social Sciences

View full text Add to dashboard Cite

show abstract

“…As empirically supported by the existing literature, academic and behavioral variables have been consistently found to contribute to school attrition (Bear et al, 2006;Bost, 2006;Cobb et al, 2006;Dunn et al, 2005;French & Conrad, 2001;Scanlon & Mellard, 2002;Suh & Suh, 2007). Given the academic and behavioral problems students with SLD and EBD often experience and manifest, both populations are considered at a greater risk for dropping out.…”

mentioning

confidence: 62%

“…These findings support Rea et al's (2002) conclusions, which indicated that students with disabilities in inclusive settings performed better academically, as well as this study's contention that inclusion can be implemented as a potential dropout prevention variable for students with disabilities. Moreover, given previously stated findings which indicated that low academic achievement increases dropout (e.g., Bear et al, 2006;Blackorby & Wagner, 1996;Dunn et al, 2004;Suh & Suh, 2007), extensive consideration must be given to the idea that students in inclusion classes experience significantly better academic results than their selfcontained counterparts.…”

Section: Discussionmentioning

confidence: 99%

Class Placement and Academic and Behavioral Variables as Predictors of Graduation for Students with Disabilities

Gonzalez¹

View full text Add to dashboard Cite

This study investigated the impact of specified variables related to academic history, behavioral history, and availability of inclusive systems as potential risk factors for dropouts, impacting students with disabilities. Results indicated that a successful academic history was the only significant predictor of graduation potential when statistically controlling all the other variables.The national propagation of inclusion has impacted the field of education significantly (Hehir, 2005). Inclusive ideology supports the notion that every student can learn and that those with disabilities benefit greatly from increased interactions with non-disabled peers and direct exposure to the general education curriculum (Fisher & Frey, 2003;Huefner, 2000;Lee-Tarver, 2006). Given the relatively young history of inclusive practices, it is still unclear how it impacts the graduation rates of students with disabilities. Inclusion advocates assert that students with disabilities have the legal right to be educated alongside their non-disabled peers (Rea, McLaughlin, & Walther-Thomas, 2002) and point out that the educational outcomes and graduation rates of students with disabilities educated under the self-contained or pull-out models are generally poor (Rea et al., 2002). Yet, dropout rates for students with disabilities have remained steady even after inclusive practices were put into place (Bost, 2006).The failure of students with Specific Learning Disabilities (SLD) or Emotional Behavioral Disturbances (EBD) to graduate prevails nationally. As evidence, 51.4% of students with EBD and 34.1% of students with SLD drop out (Bost, 2006), indicating the need for further investigation and continuous evaluation of the dropout phenomenon amongst these student populations. The purpose of this study was to investigate the school-related variables that predict the graduation potential of students with SLD or EBD; as well as the impact of inclusive settings on their graduation potential. The study attempted to answer three questions: (a) Do specified school-related variables contribute to the graduation potential of students with SLD or EBD? (b) Do the variables primary exceptionality, gender, ethnicity/race, grade, current enrollment, academic history, behavioral history, standardized test performance, and educational setting contribute to the graduation potential of students with SLD or EBD? and (c) Do the variables educational setting, primary exceptionality, academic history and behavioral history show first order interactions?Literature Review The gradual disengagement of students with disabilities from school occurs due to a myriad of social, academic, and behavioral factors that are exacerbated by limiting perceptions of what a disability status constitutes. These often result in the students' removal from the general culture of the school and the failure to view and treat them as contributing members of the school's milieu (Hehir, 2005). Operationally defining dropout has become difficult due to lack of consistency in t...

show abstract

A mixed‐method efficacy and fidelity study of Check and Connect

Powers

Hagans

Linn

2017

Psychology in the Schools

View full text Add to dashboard Cite

The effectiveness of the Check and Connect dropout prevention program was examined, over the course of 2 ½ years, with 54 middle school students from diverse backgrounds experiencing one or more conditions of risk for dropout. Participants were randomly assigned to receive the Check and Connect intervention or business as usual (i.e., control) in sixth grade. Students in the treatment group had significantly better eighth grade attendance than the control. There were no significant differences between the two groups in eighth grade cumulative grade point average or office disciplinary referrals. An in-depth analysis of the quality and quantity of the intervention delivered to the students in the treatment group identified conditions that were associated with higher treatment integrity and better student outcomes.

show abstract

Risk Factors and Levels of Risk for High School Dropouts

Cited by 100 publications

References 14 publications

Educational Exodus: Stories of Korean Youth in the U.S.

Educational Exodus: Stories of Korean Youth in the U.S.

Class Placement and Academic and Behavioral Variables as Predictors of Graduation for Students with Disabilities

A mixed‐method efficacy and fidelity study of Check and Connect

Contact Info

Product

Resources

About