Shades of disengagement: high school dropouts speak out

Lessard, Anne; Butler-Kisber, Lynn; Fortin, Laurier; Marcotte, Diane; Potvin, Pierre; Royer, Égide

doi:10.1007/s11218-007-9033-z

Cited by 69 publications

(72 citation statements)

References 24 publications

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“…Such pivotal events might be present in almost 50% of cases (Lessard et al, 2008). Interviews also suggest that youth who drop out are often dealing with many difficult circumstances simultaneously (see also America's Promise Alliance, 2014).…”

Section: Retrospective Studies In Which Dropouts Are Asked About Precmentioning

confidence: 99%

Stressors and Turning Points in High School and Dropout

Dupéré

Leventhal

Dion

et al. 2015

Review of Educational Research

135

103

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High school dropout is commonly seen as the result of a long-term process of failure and disengagement. As useful as it is, this view has obscured the heterogeneity of pathways leading to dropout. Research suggests, for instance, that some students leave school not as a result of protracted difficulties but in response to situations that emerge late in their schooling careers, such as health problems or severe peer victimization. Conversely, others with a history of early difficulties persevere when their circumstances improve during high school. Thus, an adequate understanding of why and when students drop out requires a consideration of both long-term vulnerabilities and proximal disruptive events and contingencies. The goal of this review is to integrate long-term and immediate determinants of dropout by proposing a stress process, life course model of dropout. This model is also helpful for understanding how the determinants of dropout vary across socioeconomic conditions and geographical and historical contexts. There have been repeated calls in the scientific literature to consider high school dropout not as an event but as a process (see Christenson & Thurlow, 2004;Rumberger, 2011). In this view, dropout is the endpoint of a long trajectory of disengagement starting as soon as, and even before, children enter school. This long-term approach has led to breakthroughs in our understanding of the roots of dropout. Longitudinal studies spanning the first two decades of life have illuminated the role that early family circumstances and school experiences play in putting some children on a high-risk trajectory for dropout (e. Beechum, 2014). Understanding the causes of dropout among students who do not follow a clearly identified pathway out of school is necessary to tailor interventions to their needs (Feinstein & Peck, 2008). Among these dropouts, precipitating factors (i.e., situations emerging for high school students not long before the decision to dropout is made) could play an important role (e.g., see Bowers & Sprott, 2012b; America's Promise Alliance, 2014).In addition, even among students already considered at risk when they enter high school, there is considerable heterogeneity in terms of timing and outcomes, with some leaving school later than others and others unexpectedly graduating (Bowers, Sprott, & Taff, 2013;Vitaro, Larocque, Janosz, & Tremblay, 2001). This heterogeneity could be determined in part by circumstances emerging late in students' schooling careers. In fact, improved circumstances in adolescence can close wide achievement gaps established during the elementary school years (Dobbie & Fryer, 2011). Conversely, peak vulnerability could arise when early failure intersects with challenging circumstances in high school, such as when students are under important stress or are offered new opportunities incompatible with schooling (e.g., a full-time job). Attention to such precipitating factors among students following a recognizable long-term problematic path could contribute to a ...

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Section: Retrospective Studies In Which Dropouts Are Asked About Precmentioning

confidence: 99%

Stressors and Turning Points in High School and Dropout

Dupéré

Leventhal

Dion

et al. 2015

Review of Educational Research

135

103

View full text Add to dashboard Cite

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“…Here, in order to explore the problem, different statistical methods like correlation, regression, and step down regression have been adopted. Age of respondent -.1136 X 2 Education of teachers 0.2570** X 3 Training Experience 0.1371 X 4 Year of Experience 0.0148 X 5 Engagement in other activity 0.1919 X 6 Family Income -.2033* X 7 Social Participation 0 .2391** X 8 Interaction with Head Teacher 0.2385** X 9 Interaction with School Inspectors 0.1228 X 10 Interaction with SSM Personnel 0.1296 X 11 Organizational Interfacing 0.1505 X 12 Involvement in SSM actions 0.1496 X 13 Value Judgement 0.0928 X 14 Response about SSM activities 0.0812 X 15 Use of TL Materials 0 .2917** X 16 Exposures to Media -.0833 X 17 Opinion about present education system 0.0230 *Significant at 5% level ** Significant at 1% level Higher educational qualification (X 2 ) means enrichment in academic arena in terms of innovations, new experiences; deeper understanding in subjects and better output in classroom teaching and accordingly teachers could have associated themselves in the participatory interacting during different training programmes. As a result, they built up higher effectiveness index towards implementation of Sarva Shiksha Mission objectives.…”

Section: The Study Area and Methodologymentioning

confidence: 99%

Attitude of School Teachers of Dooars Region of West Bengal towards Elementary Education

Ghosh

Deb

2017

IRA-JEMS

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“…Prior to dropping out, most school dropouts slowly became disengaged from school, began playing truant and engaging in drug abuse [19][20][21] . In South Africa, peer pressure was one of the reasons that school dropouts engaged in these ways 21 .…”

Section: Insights About the Patterns Of Occupational Engagement Of Scmentioning

confidence: 99%

Navigating the occupational transition of dropping out of school: Anchoring occupations and champions as facilitators

Peters

Galvaan

Kathard

2016

S. Afr. j. occup. ther

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This paper has the dual aim of first presenting an understanding of school dropout as an occupational transition and second, to suggest how this occupational transition may be navigated successfully. School dropout is of concern to occupational therapy as it limits peoples' full social inclusion. We draw on data from a biographical inquiry into the nature of occupational engagement of men in a low socioeconomic, South African community who dropped out of school. In this study, narrative data were generated from 3 men, followed by a narrative analysis and thematic analysis. The findings reflected that two of the men established stable occupational trajectories after dropping out of school, contrasted with the third man who was unable to do this. The interpretations suggest that a successful occupational transition for these two participants occurred through establishing anchoring occupations as a result of chance encounters with individuals who acted as 'champions'. These champions ensured the successful negotiation of available opportunities. Through offering these insights, this paper provides an illustration of how concepts interpreted and discussed in occupational science

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Shades of disengagement: high school dropouts speak out

Cited by 69 publications

References 24 publications

Stressors and Turning Points in High School and Dropout

Stressors and Turning Points in High School and Dropout

Attitude of School Teachers of Dooars Region of West Bengal towards Elementary Education

Navigating the occupational transition of dropping out of school: Anchoring occupations and champions as facilitators

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