High School Dropout in Proximal Context: The Triggering Role of Stressful Life Events

Dupéré, Véronique; Dion, Éric; Leventhal, Tama; Archambault, Isabelle; Crosnoe, Robert; Janosz, Michel

doi:10.1111/cdev.12792

Cited by 68 publications

(75 citation statements)

References 65 publications

(66 reference statements)

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“…For example, Dee and Penner [37], in a longitudinal study targeting those with GPA's under a 2.0, found that for 9th-grade students in an ethnic studies class, their attendance increased by 21%. While there are many reasons why students are absent from school, much is still unknown about the immediate triggers leading to leaving high school [38].…”

Section: Consequences Of Truancy Policies and Reasons For Absenteeismmentioning

confidence: 99%

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Pushed Out for Missing School: The Role of Social Disparities and School Truancy in Dropping Out

2020

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Research: The goal of this study is to understand the experiences of Black and Latino former high school students who dropped out, or were pushed out, of a large urban school district in Southern California. Specifically, this paper examines the barriers students faced that contributed to them leaving high school and their journey afterward. Thirty-nine former high school students who “dropped out”, or were pushed out of school, 61.5% males (n = 24) and 38.5% females (n = 15), were interviewed. Findings: The findings indicate the use of punitive truancy control for dealing with health and psychological needs of students, transportation issues, personnel–student relationships, and standardized testing. Examining the experiences of students who have been pushed out of school can help educators and policy makers address some of the inequities within schools. Results: We argue that pushout prevention can be developed by changing truancy and other discipline policies in schools. Implications from this study help us understand how we can better support students before they are pushed out.

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Section: Consequences Of Truancy Policies and Reasons For Absenteeismmentioning

confidence: 99%

“…Pullout factors, such as poverty, domestic abuse, and violent neighborhoods, are rarely accounted for in the discussion of dropouts, and little is known about the immediate experiences that lead to students leaving high school [38]. Few scholars have accounted for how pullout factors encourage schools to generate pushout factors.…”

Section: The Current Studymentioning

confidence: 99%

Pushed Out for Missing School: The Role of Social Disparities and School Truancy in Dropping Out

2020

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“…The family is the framework in which the child's basic experiences are shaped and in which they are equipped with the main resources that enable them to deal with the educational framework and to benefit from it. The literature shows for example that families with low socioeconomic status constitute a catalyst for school dropout (Dupéré et al 2018). Families with many children, unemployed parents or low-income ones are associated with problems of dropout and low achievement (Ben-Rav & Kahan-Strawczynski, 2011).…”

Section: A Theoretical Frame For Educational Dropoutmentioning

confidence: 99%

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2020

JES

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The first year of life is an essential phase for all psychological areas in the child development. The key competences, vital for all development processes of the child, focus on the communication and the socio-emotional competencies, mostly because the infant is strongly dependent of adult care environment. The quality of the primary caregiving relationship can configure the cognitive, affective and social development of the child in the first year of life. This study is aiming to identify the objective and psychological factors related to the development of early communication competences of the child in the first year of life and to identify the best predictors of these competencies, in order to conceptualize the best strategies to help the parents in their parental educational tasks and to prevent any delays in infant development. The study identifies a complex system of factors influencing the infant's communication skills, the prerequisites of communication being in relation both with the individual characteristics of the child in the first year of life, mainly the temperament and resilience, and with maternal and paternal factors, such as emotional maturity, patterns of primary attachment of the parents and the mother/father reflective functioning.

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“…The relationships among stigma, self-esteem, depression, and life satisfaction have been well documented as associated with dropping out of school and developmental outcomes [7,32,34,35]. However, the influence of a sense of (or perceived) stigma on health outcomes needs further attention regarding out-of-school youths in Korea.…”

Section: Introductionmentioning

confidence: 99%

Stigma and Life Satisfaction among Out-of-School Korean Youths: The Mediating Roles of Self-Esteem and Depression

Cho¹

2020

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The purpose of this study was to assess the extent to which self-esteem and depression mediated the influence of internalized stigma on life satisfaction among Korean out-of-school youths. Cross-sectional data on 318 youths provided information on perceived stigma, self-esteem, depression, life satisfaction, and personal characteristics. A multinomial logistic regression analysis was followed by structured path analysis to investigate the mediation effects. Internalized stigma was negatively associated with life satisfaction. Self-esteem significantly mediated the influence of stigma on depression and the influence of depression on life satisfaction. Further, stigma directly and significantly influenced depression. This study demonstrated that self-esteem and depression were important to the relationship between internalized stigma and life satisfaction. Implications for possible policies and programs with the aim of helping out-of-school youths to integrate and lead successful satisfying lives are discussed.

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High School Dropout in Proximal Context: The Triggering Role of Stressful Life Events

Cited by 68 publications

References 65 publications

Pushed Out for Missing School: The Role of Social Disparities and School Truancy in Dropping Out

Pushed Out for Missing School: The Role of Social Disparities and School Truancy in Dropping Out

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Stigma and Life Satisfaction among Out-of-School Korean Youths: The Mediating Roles of Self-Esteem and Depression

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