Racial and Ethnic Differentials in Idleness, Highest-Risk Idleness, and Dropping Out of High School

Abstract

This research investigates three different indicators of at-risk socio-demographic conditions including dropping out of high school, being idle, and being in highest-risk idleness among non-immigrant persons aged 19-24. Using data from the 2000 US Census, our results detail the differentials in these characteristics for 30 different racial/ethnic groups that are further broken down by gender. The findings indicate a wide range in the prevalence of these at-risk socio-demographic conditions. Groups that tend to be the most at-risk in terms of these indicators include African Americans, Cambodians, Laotians, Native Americans, other Hispanic whites, and white Mexicans. With the exception of the other Pacific Islander and Thai, young women have lower high school dropout rates than do young men. However, young women are substantially more likely than young men to be idle which we define as not being in school, the labor force, or the military. After defining highest-risk idleness as never-married persons without children who are idle, however, the rates are slightly lower for young women than for young men.

Social Bonding to School and Educational Inequality

“…Many of these studies also indicate that racial/ethnic minority adolescents are less likely than similar White American students to believe that school authority and governance are fair and just. Evidence suggests that Multi-racial American adolescents have distinct levels of attachment to school, extracurricular activity school involvement, grades, test scores, and likelihoods of dropping out in comparison with other racial/ethnic identity groups who only report being a member of just one racial/ethnic group (Cheng and Klugman 2010;Williams 2009Williams , 2013Woo and Sakamoto 2010). Studies show that Black/African American and Latina/o American students experience harsher and more frequent application of school rules and school-based punishment, including much higher suspension and expulsion rates than White American and Asian American students (Gregory, Skiba, and Noguera 2010;Kupchik 2010;Morris 2006).…”

“…Research about Multi-racial American adolescents’ social bonds to school and the educational implications is limited; however, Multi-racial American adolescents’ educational experiences are distinct from those of their White American counterparts. Evidence suggests that Multi-racial American adolescents have distinct levels of attachment to school, extracurricular activity school involvement, grades, test scores, and likelihoods of dropping out in comparison with other racial/ethnic identity groups who only report being a member of just one racial/ethnic group (Cheng and Klugman 2010; Williams 2009, 2013; Woo and Sakamoto 2010). It is believed that the relationships and connections Multi-racial American adolescents have with their peers and teachers are weak or strained because of the pressure or expectation to choose a singular racial/ethnic identity (Cheng and Klugman 2010; Rockquemore and Brunsma 2002; Williams 2009, 2013).…”

Effects of an Out‐of‐school Program on Urban High School Youth's Academic Performance

“…In California, approximately 22% of Latino and 29% of African American students do not graduate from high school, compared to 11% of Whites and 7% of Asian Americans (California Department of Education, ). Truancy tends to be more predominant among African Americans and Latinos as well (Weden & Zabin, ; Woo & Sakamoto, ). Students living in poverty and those who are members of an ethnic minority are often concentrated in the lowest achieving schools, further contributing to their poor academic outcomes (Alliance for Excellent Education, ; Balfanz, ; Education Trust, ).…”

Pilot Evaluation of a Conservation Corps Program for Young Adults

“…Educational attainment is one factor exacerbating racial and ethnic inequality in the United States because underrepresented ethnic minorities are at increased risk for high school dropout and subsequent unemployment. According to the 2000 U.S. census, African American and Latino young men were substantially less likely to graduate high school and more likely to experience subsequent disconnection from educational or employment institutions compared with White young men (Woo & Sakamoto, 2010). Although young African American and Latina women graduated at higher rates than their male counterparts, they still graduated high school, enrolled in college, and obtained employment at much lower rates than White young women (Woo & Sakamoto, 2010).…”

“…According to the 2000 U.S. census, African American and Latino young men were substantially less likely to graduate high school and more likely to experience subsequent disconnection from educational or employment institutions compared with White young men (Woo & Sakamoto, 2010). Although young African American and Latina women graduated at higher rates than their male counterparts, they still graduated high school, enrolled in college, and obtained employment at much lower rates than White young women (Woo & Sakamoto, 2010). The most recent national statistics indicate that about 12% of White students do not graduate high school within 4 years, whereas 24% of Black students and 21% of Hispanic students do not graduate within 4 years (U.S.…”