The Social Creation of School Dropouts

Papagiannis, George J.; Bickel, Robert; Fuller, Richard H.

doi:10.1177/0044118x83014003006

Cited by 21 publications

(5 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A second prominent explanation for dropping out, and likely more salient than the first in many circumstances, is that students who drop out rationally choose work as a more appealing or viable alternative than school (e.g., Entwisle et al, 2005;Papagiannis et al, 1983). This is clearly the case for a small percentage of dropouts who indicate they left school because they either wanted to or felt they needed to work (Rumberger, 1987;Stearns & Glennie, 2006).…”

Section: "Pulling-out" Effect Of Adolescent Employmentmentioning

confidence: 99%

“…For example, previous research uses a rational choice paradigm and contends that employment is a "pulling" factor that facilitates adolescents choosing work over school (e.g., Carr et al, 1996;Papagiannis, Bickel, & Fuller, 1983). In this case, adolescents should be using indicator(s) of employment prospects, net of current employment, when making decisions.…”

mentioning

confidence: 99%

“…Given these differential educational and employment experiences, and the likely effect of social context on these processes, individual-level models linking adolescent employment and SES to dropping out need to be thought of within a broader social context. For example, previous research uses a rational choice paradigm and contends that employment is a "pulling" factor that facilitates adolescents choosing work over school (e.g., Carr et al, 1996;Papagiannis, Bickel, & Fuller, 1983). In this case, adolescents should be using indicator(s) of employment prospects, net of current employment, when making decisions.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Labor Market Effects on Dropping Out of High School: Variation by Gender, Race, and Employment Status

McNeal

2010

Youth & Society

View full text Add to dashboard Cite

It is known from previous research that the likelihood of dropping out is affected by a number of individual traits, including, among others, socioeconomic status (SES), race/ethnicity, gender, and employment status. It is also known that dropping out is contingent on a variety of school characteristics. What is less known about is how dropping out and the work-dropping out relationship are affected by larger social contexts such as the local labor market area (LMA). This research asks three questions.First, to what degree does the work-dropping out relationship vary by SES? Second, to what degree does a larger social context, in this case LMAs, affect the likelihood of dropping out? Third, are LMA effects contingent on, or vary by, the student's individual traits such as SES, gender, race/ethnicity, and employment status? Findings from a series of hierarchical regression models provide answers, at least in part, to these questions. First, the relationship between adolescent employment and dropping out is contingent on the student's SES. Second, LMAs directly affect a student's likelihood of dropping out. Third, LMA effects vary substantially by student traits.

show abstract

Section: "Pulling-out" Effect Of Adolescent Employmentmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Labor Market Effects on Dropping Out of High School: Variation by Gender, Race, and Employment Status

McNeal

2010

Youth & Society

View full text Add to dashboard Cite

show abstract

“…Education is considered a necessary requirement for citizens, whereas 'dropouts' are often regarded as nonproductive members of society . The common usage of the word 'dropout' merges the act of leaving school early with personal failure; thus, it indicates a cultural transformation in terms of how people think about themselves and others (Papagiannis et al 1983).…”

Section: Institutionalized Education and Societymentioning

confidence: 99%

Global Pathways to Education

Martens¹,

Windzio²

2022

Global Dynamics of Social Policy

View full text Add to dashboard Cite

adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence and indicate if changes were made. The images or other third party material in this book are included in the book's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the book's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

show abstract

“…Education is considered a necessary requirement for citizens, whereas 'dropouts' are often regarded as nonproductive members of society (Baker 2014). The common usage of the word 'dropout' merges the act of leaving school early with personal failure; thus, it indicates a cultural transformation in terms of how people think about themselves and others (Papagiannis et al 1983).…”

Section: Institutionalized Education and Societymentioning

confidence: 99%

The Introduction of Compulsory Schooling Around the World: Global Diffusion Between Isomorphism and ‘Cultural Spheres’

Seitzer

Besche-Truthe

Windzio

2021

Global Dynamics of Social Policy

View full text Add to dashboard Cite

In Chap. 10.1007/978-3-030-78885-8_2, Helen Seitzer, Fabian Besche-Truthe, and Michael Windzio investigate the diffusion of compulsory education from a global perspective. Compulsory education closely relates to the reproduction and change of a country’s culture. In this chapter, the authors focus on the effect of a country’s membership in different clusters defined by cultural characteristics, on the diffusion of compulsory education. They apply social network analysis to define global ‘cultural spheres’, which have fuzzy boundaries. This network is the structural framework behind the diffusion process of compulsory education. The impact of cultural spheres on diffusion is tested by exposure in terms of close ties to other countries with compulsory education, and they are found to significantly increase the rate of adoption.

show abstract

The Social Creation of School Dropouts

Cited by 21 publications

References 53 publications

Labor Market Effects on Dropping Out of High School: Variation by Gender, Race, and Employment Status

Labor Market Effects on Dropping Out of High School: Variation by Gender, Race, and Employment Status

Global Pathways to Education

The Introduction of Compulsory Schooling Around the World: Global Diffusion Between Isomorphism and ‘Cultural Spheres’

Contact Info

Product

Resources

About