Social support and psychoeducational interventions with middle class dropout youth

Navigating Disrupted Transitions: Getting Back on Track After Dropping Out of High School.

“…Studies that examine family structural characteristics find that parental educational status, parental household composition, and family socioeconomic status (Ekstrom, Goertz, Pollack, & Rock, 1986; Rumberger, Ghatak, Poulos, Ritter, & Dornbusch, 1990) are all implicated in school leaving. Other studies suggest certain ongoing parenting styles and other family interaction patterns to be more characteristic of those who drop out (Franklin & Streeter, 1992; Rumberger et al, 1990). In this study we explore whether features of the family, such as household composition, parental education, and ongoing parenting styles, are implicated in an adolescent's ability to get back on track as well.…”

Depressive Symptoms and Life Satisfaction Among Emerging Adults: A Comparison of High School Dropouts and Graduates

“…Numerous family context variables, including parental education, household composition, and family socioeconomic status (Ekstrom et al 1986;Rumberger et al 1990), and family process variables, including family engagement (Franklin and Streeter 1992), the conflictual and supportive nature of parent-child relationships (Aseltine et al 1994;Helsen et al 2000;Holahan et al 1994) monitoring, educational expectations, supervision (Astone and McLanahan 1991), decision making, and parenting styles (Rumberger et al 1990), have been implicated in early school leaving, as well as mental health and social adaptation among adolescents and young adults more generally. In this paper, we examine the specific family context of household composition (i.e., two-parent versus one parent versus no parent households) and family process variables that capture both transition specific and general family support, all of which have been found to be associated with dropping out and mental health in young adulthood, to determine their efficacy in predicting depressive symptoms and life satisfaction for dropouts and graduates after leaving high school.…”

Programs for Retaining High School Re-enterers for Credentialling and Employment

“…One such example was established in Melbourne but was closed soon after because of state Government budget cutbacks. As Franklin and Streeter (1992) have observed, supervised living programs may enable these youths to find the stable social networks necessary to remain at school, and to rebuild their lives.…”

“…School factors which predict high dropout rates include large student numbers, a narrow and outdated curriculum, and a punitive and unsupportive school climate (see for example, Adams, Ball, Braithwaite, Kensell & Low, 1989;Bryk & Thum, 1989;Kagan, 1990;Wehlage & Rutter, 1986). Family factors associated with school dropout include low levels of parental educational and occupational attainment, limited parental aspirations and support for their child's education, persistent family disharmony and abuse or neglect of the child (see, for example Franklin & Streeter, 1992;Williams, 1985). Personal factors relate to gender, for example, males tend to drop out more frequently than females, and socio-economic status, ethnicity, abilities, career interests, area of residence, involvement in criminal activities, health status and self esteem (see, for example Eckstrom, Goertz, Pollack) increase the likelihood of school dropout.…”