Adolescent Dropouts Research Articles

The psycho-social adjustment process of adolescent dropouts

The psycho-social adjustment process of adolescent dropouts

A Study on the Process and the Types of Readjustment of Adolescent Drop-outs After Returning to School

A Study on the Process and the Types of Readjustment of Adolescent Drop-outs After Returning to School

학업중단청소년 중 비행과 일반청소년의 개인사회적요인과 중단후 경험에 대한 연구

본 연구는 학업중단 청소년 중 비행청소년과 일반청소년들의 주요 개인, 사회요인들을 비교하고 학업중단후의 경험에서의 차이를 살펴보았다. 연구자료는 전국 209명의 남녀학업중단 청소년들을 대상으로 한 설문조사 결과이다. 분석결과, 개인요인은 성별, 연령, 지적장애, 노동여부, 친부모동거와 거주지역이 유의미한 차가 있었다. 사회요인에서는 소속기관, 복학경험, 검정고시합격이 유의미했다. 학업중단후의 경험에는 각 경로, 학업중단 시점, 학업중단 자기평가가 유의미한 차가 있었는데 비행집단이 더 후회하는 것으로 나타났다. 일반집단의 직업교육욕구와 비행집단의 복학욕구가 높은 것으로 나타났다. 학업중단비행집단과 일반중단집단에는 개인사회적 요인과 학업중단후의 경험에의 차이에 근거하여 대상의 특성에 따른 다양한 교육개입과 정책을 제공해야할 것이다. 연구의 제한점과 학업중단청소년 중 비행과 일방청소년에 대한 개입방안과 대응에 대한 시사점도 논의되었다. The current study investigated delinquent school- dropout adolescents and general dropouts' differences in individual, social factors and experiences after school dropout. Data was collected through a nationwide survey(N=209) from dropout adolescents. Findings reveal that gender, age, disabilities, work experience parent cohabitation, and residential area were significant in the individual factor. Dropout time, social agency, school return experience, and GED exam pass were significant in the social factors. Groups showed differences in experiences after dropout, and self evaluation while the general group had needs for vocational education. Dropouts wanted to go back to school. Implications such as focusing on differences of each group and developing various education system and policies are needed. Limitations and implications of the study are discussed.

Dropout Prevention and the Model-Minority Stereotype: Reflections from an Asian American High School Dropout

A recent review of the research by the U.S. Department of Education Institute of Education Sciences has resulted in the recommendation of six promising practices to ensure that all students are actively engaged in school and on a path to post-secondary success (Dynarski et al. in Dropout prevention: A practice guide (NCEE 2008–4025)). The purpose of this study was to explore the experience and perspective of an Asian American high school dropout and the extent to which his story aligns with dominant thinking, including the six recommended dropout prevention practices and the model minority myth (MMM) of Achievement Orientation, a common belief that Asian Americans exhibit greater success than any other minority ethnic group. The adolescent dropout was interviewed on eight occasions. Findings revealed that the MMM may have contributed to the lack of intervention provided to this student and that the most worthwhile recommendations from his perspective include: assigning adult advocates to at-risk students, the use of a systematic data-tracking system to target and individualize interventions, and the ability of the school to provide academic support and a personalized learning environment.

Current Status and Countermeasures for Vocational Key Competence of the School Dropout Adolescents

Current Status and Countermeasures for Vocational Key Competence of the School Dropout Adolescents

Druze Adolescent Dropouts in Israel and Their Use of Psychoactive Substances

The current study examines rates of psychoactive substance use among Druze adolescent dropouts and links between use rates and socio-demographic, interpersonal, cognitive, and personality characteristics. 204 adolescents took part in the study in late 2004. Approximately 21% had consumed tobacco 10 times or more in the last year, 25% reported consuming alcohol in the same timeframe, and nearly 6% used an illegal substance at least once in the last year. Boys had significantly higher rates of alcohol and tobacco use than girls. Religiosity, attitudes and behavioral intentions regarding use were also linked with consumption of the three substances.

Psychoactive substance use among Arab adolescent school dropouts in Israel: a phenomenon and its implications

This comprehensive study is the first to examine rates of legal and illegal psychoactive substance use and their predictors specifically among Arab adolescent school dropouts. It investigates the links between sociodemographic, interpersonal, cognitive and personality characteristics and use rates. Four hundred and seventy-six Arab adolescents aged 12-18 from throughout Israel, who had dropped out of school, participated in the study in late 2004. Sampling was done using a cluster method in order to choose specific localities. Participants completed self-report questionnaires assessing substance use and other variables. Legal substances--alcohol and tobacco--were used by 36% and 30% of the respondents, respectively, in the previous year. Being male, non-religious and having higher behavioural intentions and positive attitudes regarding use increased the odds of substance use. The best predictors of alcohol use were gender and religiosity, each raising the odds of use by 3.5. The best predictor of tobacco use was gender, raising the odds by 12.7. The best predictors of illegal use, behavioural intentions and risk perception, each doubled the odds of use. These and other results facilitate a better understanding of substance use among Arab adolescent dropouts and can foster the development of appropriate prevention and intervention programmes for this underserved population.

Education 'on the road': working with adolescent dropouts in an experimental project

Education 'on the road': working with adolescent dropouts in an experimental project

Desperately trying to get through: establishing contact in work with adolescent drop-outs

Desperately trying to get through: establishing contact in work with adolescent drop-outs

Out of this nettle, drop-out, we pluck this flower, opportunity: re-thinking the school foreign language apprenticeship

Summary The assumption that the purpose of school foreign language teaching is to serve instrumental ends may largely underlie the present adolescent dropout. I go back to Stanley Leathes's masterly report to the Prime Minister in 1918, because he was the first to distinguish between educational and instrumental purposes (Leathes's word was ends) in language teaching and that there is, for each, a proper time. (For Leathes, and in this paper, the two terms refer to the purposes of the teaching. They are not descriptions of any particular language-teaching activities). Assuming an instrumental rationale for early starting, the Nuffield Report and government papers have said, in effect: ‘the nation needs linguists, therefore language teaching, probably French, must start at seven’. But in English speaking countries no 7- or 11-year-old's eventual foreign language needs (Leathes's ‘definite ends’, in which language? and to do what?) can be predicted. (In non-English-speaking countries, of course, the need to get the global language, English, with instrumental purpose, can be predicted from an early age). If the educational purpose of MFL teaching, for speakers of English, were recognised by all concerned, at stage one of a two-stage course, it would be possible to combine an active introduction to one or more languages, with growing ‘language awareness’ and further efforts to make the ‘language playing field’ less uneven than it still is, for far too many. (While recognising the limited progress made in literacy since the Bullock Report, 1975, I recall, in para. 9, that it has taken 30 years for government even to accept the need to tackle the key recommendation made by Bullock, that ‘one-to-one adult time’ must be provided in school for children deprived of it by family circumstance, if they are to learn how to ‘do things with words’.) Another reason for planning the foreign language apprenticeship in two stages is that, while early choices (such as choice of which language) must depend on school resources, really instrumental choices can only be made later by the individual learner. A two-stage apprenticeship would include a carefully planned diagnostic element, preparing learners (and parents!) for the important choices to be made at stage two of the journey, motivated by emerging adult interests, both academic and vocational. Leathes saw instrumental purposes being best served by Further Education (‘in day and evening classes’). My two stages could both fit into the school programme. I go back to the proposals of Dearing (1995–6) and Tomlinson (2004). Their new thinking points clearly to a school course in two stages, with purposes re-shaped at KS4. At stage one, the main emphasis would be on what the French have called ‘l'éveil aux langues’ (‘awakening of language awareness’). I cite the European EVLANG project and two models currently being ‘road-tested’ in schools in the UK as pointing ways forward. An apprenticeship foreign language would also be studied with new targets at 14 and priority given to ‘learning how to learn’. At stage two (14–19) the dropout would be countered firstly by offering real choices which could not have been made at age 11, still less at 7. Secondly, our early (educational) apprenticeship will have equipped our pupils with the tools for (and, we may hope, a taste for) foreign language learning. Thirdly, there are lessons to be learned from the numbers now coming back, at university, so soon after dropping out, to (non-degree) MFL study. Many more might return earlier if offered real choice (which must include, of course, for some, the chance to pursue a language on an academic or a vocational course or for the sheer interest of it). Recovery from the dropout could be further encouraged by the restoration of a crucial ingredient at stage two, now lost by too many learners, namely, intensive immersion in the chosen language. Ways of doing this are cited which were road-tested successfully in the 1970s and 80s. With this vital ingredient restored and with the different purposes of the two stages of the school course clearly recognised, we can surely transform dropout into opportunity.

Wilderness Programs: Principles, Possibilities and Opportunities for Intervention with Dropout Adolescents

Wilderness Programs (WP) are specialized frameworks for group therapy in an unfamiliar environment. The participants progress through a series of increasingly difficult challenges which seem unsolvable, yet are structured in such a way that success is guaranteed. The present article will describe the principles of WP, followed by the findings of a field research which examined the effect of a WP on a group of dropout youth in Israel, comparing them to an alternative therapy program and a contrast group. The assumptions of the research were that self-esteem and locus of control in the Wilderness group would be improved in comparison to the alternative group and to the contrast group. The research findings partially supported these assumptions, pointing to a significant progress of both experimental groups compared to the contrast group. The WP group stood apart in its results, showing increased self-esteem in four out of six factors compared to the contrast group, but there was no significant change compared to the Alternative Program group. In both experimental groups a clear significant improvement was found in locus of control after the intervention, in contrast to a decrease in those who did not take part in the activities. The discussion will address the research findings and the possibilities and opportunities presented by WP.

The influence of computer technology learning program on attitudes toward computers and self‐esteem among Arab Dropout Youth

This study examined the attitudes of Arab dropout youth toward the use of computer technology and the influence of this use on their self‐esteem. Previous studies of attitudes toward e‐learning in populations of lower socioeconomic levels found that the tendency to reject this type of learning grew when the developmental level of the student's environment and access to computers was lower. Studies have also shown a significant relationship between owning a computer or using one and having positive attitudes toward using it. Therefore, the main assumptions were that exposure to computer technology would change the attitudes of dropout adolescents toward computers to positive ones. Additionally, it would enhance their self‐esteem, making it higher than that of their peers who had no e‐learning experience. The results supported the assumptions in most of the attitude factors and in the self‐esteem questionnaire. Findings indicate the possibilities inherent in providing computer studies to dropout adolescents. Such studies act to change their attitude toward the computer, and to enhance their self‐esteem.L'influence d'un programme d'enseignement ayant recours à la technologie de l'ordinateur ou les attitudes envers lesordinateurs et l'estime de soi parmi les jeunes Arabes ayant abandonnè leurs ètudes. Des études précédentes d'attitudes envers le e-learning dans des populations de bas niveau socio-économique ont montréque la tendance à rejeter ce type de formation augmentait lorsque le niveau de d´eveloppement de l'environnement de l'élève et d'accès à l'ordinateur était bas. Des études ont aussi montré un rapport significatif entre la possession d'unordinateur ou l'utilisation d'un ordinateur et des attitudes positives envers son utilisation. C'est pourquoi les hypothéses principales étaient que l'exposition à la technologie de l'ordinateur changerait de façon positive les attitudes des élèvesayant abandonné leurs études. De plus cela favoriserait l'estime de soi, plus forte que celle de leurs camarades qui n'avaientpas l'expérience du e-learning. Les résultats ont confirmé les hypothèses selon le questionnaire sur ces attitudes et d'estime de soi. Ils indiquent les possibilités offertes par la fourniture d'ordinateur à ces élèves ayant abandonné leurs études. De telles études agissent pour changer leurs attitudes envers l'ordinateur et l'accroitre.Der Einfluß von Computertechnik Lernprogrammen auf die Einstellungen zu Computern und das Selbstbewußtsein bei arabischer Aussteigerjugend. Diese Studie prüfte die Einstellungen arabischer Aussteigerjugend zum Gebrauch von Computertechnik und den Einfluß dieser Nutzung auf ihr Selbstbewußtsein. Vorangegangene Studien über Einstellungen zu e-Lernen bei Bevölkerungsgruppen niedriger sozio-ökonomischer Schichten hatten ergeben, dass die Tendenz, diese Art zu lernen zurückzuweisen wuchs, je niedriger das Entwicklungsniveau der Umgebung und die Zugangsmöglichkeiten zu Computern waren. Studien haben auch eine signifikante Beziehung zwischen dem Besitz eines Computers (oder einen zu verwenden) und einer positiven Einstellungen zu seiner Nutzung aufgezeigt. Deshalb waren die Hauptannahmen, dass eine öffnung zu Computertechnik die Einstellungen von Aussteigerjugendlichen zu Computern positiv beeinflussen w¨urde. Außerdem würde es ihr Selbstbewußtsein verbessern und es höher als das ihrer Peers machen, die keine e-Learning Erfahrungen hatten. Die Ergebnisse stützten die Annahmen zu den meisten Einstellungsfaktoren und zum Selbstbewußtsein. Die Befunde weisen auf die Möglichkeiten hin, die in der Einbeziehung von Aussteigerjugendlichen in Computerstudien liegen. Solche Studien verändern ihre Einstellung zum Computer und erhöhen ihr Selbstbewußtsein.

E-learning: A Comparison between Expected and Observed Attitudes of Normative and Dropout Adolescents

This study examined the connection between the detachment of youth from society and their attitudes towards e-learning. Previous studies have shown that factors such as socio-economic level, social environment and computer skills influence students' attitudes towards e-learning. The less developed a student's environment is, the greater the tendency to reject this type of learning. The results of the study, the first of its kind in Israel, were inconsistent with those in the literature. The significant demographic differences between the groups did not yield significant differences in attitudes towards e-learning in the areas of motivation and pleasure, and an opposite result was shown in the third area, cognition. This may serve to indicate the usefulness of e-learning to enhance comprehension, as evident by the finding that the dropout group scored higher than the normative group. The present findings emphasize the changes taking place within the lower socio-economic populations in relation to computers and the equalizing capability of computers in education. E-formation: une comparaison entre les attitudes attendues et observées chez des adolescents en situations régulières ou d'échec. Cette étude examine la relation entre le désintérêt des jeunes pour la société et leurs attitudes envers l'e-formation. De précédentes études ont démontré que des facteurs tels que le niveau socio-culturel, l'environnement social et les compétences informatiques influencent l'attitude des étudiants vis À vis de l'e-formation. Moins l'environnement de l'étudiant est développé, plus la tendance À rejeter cette forme d'enseignement est grande. Les résultats de cette étude, la première en Israel, ont été en contradiction avec ceux obtenus en littérature. La différence démographique significative entre les groupes n'a pas reflété de différences dans l'attitude envers l'e-formation pour ce qui a trait À la motivation et au plaisir ressenti. Par contre, un résultat différent a été obtenu dans le troisième secteur, celui de la connaissance. Ceci tend À montrer l'utilité de l'e-formation pour améliorer la compréhension, du fait que le groupe des étudiants en situation d'échec a mieux réussi que celui des étudiants dits réguliers. Ces résultats tendent donc À mettre en évidence les changements survenant dans les milieux socio-économiquement faibles en matière d'informatique, ainsi que le potentiel compensatoire que peut représenter l'usage des ordinateurs dans l'éducation. E-Learning: Ein Vergleich von zu erwartenden und festgestellten Verhaltensweisen bei normalen Jugendlichen und bei Versagern. Diese Studie untersucht die Verbindung zwischen Rückzug der Jugendlichen von der Gesellschaft und deren Verhalten zu E-Learning. Frühere Untersuchungen haben gezeigt, wie das sozio-ökonomische Gefüge, das soziale Umfeld und Computer Fähigkeiten die Haltung der Schüler gegenüber E-Learning bestimmt haben. Je niedriger das Umfeld eines Schülers ist, desto grösser ist die Tendenz, diese Art des Lernens abzulehnen. Die Ergebnisse der Studie, die erste ihrer Art in Israel, weichen von jenen in der Literatur ab. Die bedeutsamen demographischen Unterschiede zwischen den Gruppen zeigten keine bedeutsamen Unterschiede in der Haltung zu E-Learning in den Bereichen Motivation und Spaß. Das Gegenteil gilt im dritten, dem cognitiven Bereich. Dies mag dazu dienen, auf den Nutzen von E-Learning hinsichtlich eines verbesserten Verständnis hinzuweisen, zumal es sich zeigte, dass die Gruppe der Versager besser abgeschnitten hatte als die normale Gruppe. Die derzeitigen Ergebnisse unterstreichen deutlich die Veränderungen bei den unteren sozio-ökonomischen Gruppen durch den Computer und die Möglichkeit der Angleichung des Bildungsstandes durch den Einsatz von Computern.

Children and adolescents in community health centers: Does the ethnicity or the language of the therapist matter?

In order to test the influence of therapist's ethnicity and language on the course of treatment for children and adolescents, this study investigated the effect of language and ethnic therapist–client match on the mental health treatment of thousands of Asian-American, Mexican-American, African-American, and Caucasian-American children and adolescents in the Los Angeles County Mental Health System. Conclusive support for the cultural responsiveness hypothesis for children was not found, but some validity for the hypothesis among adolescents was found. Ethnic match was a significant predictor of Mexican and Asian adolescent dropout after one session and total number of sessions, as well as African adolescent dropout after one session. When language match was added to the model for Mexican adolescents, language match was a significant predictor of dropout after one session and total number of sessions, whereas ethnic match was no longer a significant predictor. However, when language match was added to the model for Asian adolescents, language match was not a significant predictor of dropout after one session or total number of sessions, whereas ethnic match remained a significant predictor for both variables. Implications of these findings are discussed.