School Dropout and Completion: An International Perspective

Lamb, Stephen; Markussen, Eifred

doi:10.1007/978-90-481-9763-7_1

Cited by 77 publications

(84 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Further, Latino youth also have high rates of engagement in risk behaviors (e.g., unprotected sex, smoking, alcohol abuse, physical fighting) compared to non-Latino youth (Kann et al, 2014). In particular, Mexican-origin adolescent mothers, who have the highest birthrates in the U.S. among all racial/ethnic groups (National Vital Statistics Report, 2013), are at significant risk for experiencing educational underachievement (Motel & Patten, 2012) and engagement in risky behaviors (Assini-Meytin & Green, 2015; Smokowski & Bacallao, 2009) due, in part, to low income (Hoffman, 2006), social stratification in school systems (Lamb & Markussen, 2011), and high rates of school dropout (Rumberger, 2011). Given that these indices of adjustment have been linked to employment earnings, health behaviors, and offspring’s developmental outcomes (Borkowski, Whitman, & Farris, 2007), a comprehensive understanding of factors that inform young mothers’ educational attainment and engagement in risky behavior is warranted.…”

Section: Risky Behaviors and Educational Attainment Among Young Mementioning

confidence: 99%

Risky behaviors and educational attainment among young Mexican-origin mothers: The role of acculturative stress and the educational aspiration–expectation gap

Bravo

Umaña‐Taylor

Toomey

et al. 2016

International Journal of Intercultural Relations

View full text Add to dashboard Cite

The current longitudinal study examined how Mexican-origin adolescent mothers’ (N = 204) reports of acculturative stress during late adolescence were associated with their educational attainment and engagement in risky behaviors in young adulthood, 4 years post-partum; we also examined whether this association was mediated by discrepancies between adolescents’ educational aspirations and expectations. Findings revealed that mothers’ greater reports of stress regarding English competency pressures and pressures to assimilate were associated with a larger gap between their aspirations and expectations. Mothers’ reports of greater stress from pressures against assimilation, however, were associated with a smaller gap between aspirations and expectations. As expected, a larger gap between aspirations and expectations was associated with lower educational attainment and increased engagement in risky behaviors. Finally, significant mediation emerged, suggesting that the influence of stress from English competency pressures and pressures to assimilate on young mothers’ educational attainment and engagement in risky behaviors was mediated through the aspiration–expectation gap. Findings are discussed with respect to understanding discrepancies between young mothers’ aspirations and expectations in the context of acculturative stress.

show abstract

Section: Risky Behaviors and Educational Attainment Among Young Mementioning

confidence: 99%

Risky behaviors and educational attainment among young Mexican-origin mothers: The role of acculturative stress and the educational aspiration–expectation gap

Bravo

Umaña‐Taylor

Toomey

et al. 2016

International Journal of Intercultural Relations

View full text Add to dashboard Cite

show abstract

“…The second phase will take into account inspirational cases where the "lab-approach" is in place, in order to derive innovative practices that can be exported to other contexts and scaled-up. Research activities investigate specific dimensions that literature correlates [19] [20] with disengagement and ESL such as student motivation, school well-being, teacher performance, classroom climate, school organization. Each dimension is observed before and after INDIRE CPD course on active learning takes place § .…”

Section: The Research Design On Active Learningmentioning

confidence: 99%

Active Learning and ICT in Upper Secondary School: an Exploratory Case Study on Student Engagement by Debating

Panzavolta¹,

Laici²

2017

EAI Endorsed Transactions on e-Learning

View full text Add to dashboard Cite

The paper outlines the first phase of a three-year research activity on active learning in the core curriculum subject, intended as a possible solution to student disengagement in secondary schools. The paper presents the problem the research intend to attack -school failure, school unsuccess, student disengagement and early school leaving -and describes the context of the research, its originality, and the remedial measures put in place by the research team and policy makers. Among those, Continuing Professional Development (CPD) of teachers and structural measures to involve several stakeholders, including students. Then, the research design is given and the research tools presented, showing what dimensions are investigated. Finally, it provides the results on one of the four case studies carried out, namely the one on foreign language teaching.

show abstract

“…Failure to complete upper secondary education has long been related to a high risk of social, health, and income problems as adults (Hammarström & Janlert, ), and youths who leave school without obtaining a qualification that is equivalent to upper secondary school are described as “early school leavers” by the European Union (EU, ). Overall, the considerable research on early school leavers and factors related to unsuccessful completion of upper secondary school have established that early school leaving is highly related to a youth's gender and school grades as well as his/her family background, such as social class and immigrant status (Dupéré et al, ; Lamb & Markussen, ; Rumberger, ). However, this body of knowledge has seldom been considered in studies of early school leaving in the care population.…”

Section: Introductionmentioning

confidence: 99%

Early school leaving in the care population—Differences by country of origin

Dæhlen

Rugkåsa

2018

Child & Family Social Work

View full text Add to dashboard Cite

In many Western countries, children in immigrant families are considered at increased risk of experiencing social problems and marginalization and are often overrepresented in the care population. How these children fare in the educational system is crucial for their future adult life. International research over several decades has shown that many child welfare clients quit school prematurely, but less is known about their educational progress by country of origin. Based on a large‐scale longitudinal study from Norway, this article examines early school leaving between ethnic minority groups and the ethnic majority in the child welfare population. The results show substantial differences in early school leaving by country of origin, even when adjusted for any differences by gender, school grades, and parental educational level. The lowest rate of early school leaving was found among youths originating from Sri Lanka, Vietnam, and Pakistan, whereas youths originating from Afghanistan, South America, Morocco, Western countries, and Norway (i.e., the ethnic majority) had the highest rate of early school leaving.

show abstract

School Dropout and Completion: An International Perspective

Cited by 77 publications

References 6 publications

Risky behaviors and educational attainment among young Mexican-origin mothers: The role of acculturative stress and the educational aspiration–expectation gap

Risky behaviors and educational attainment among young Mexican-origin mothers: The role of acculturative stress and the educational aspiration–expectation gap

Active Learning and ICT in Upper Secondary School: an Exploratory Case Study on Student Engagement by Debating

Early school leaving in the care population—Differences by country of origin

Contact Info

Product

Resources

About