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The Urban Review

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27.03.2019

Self-Efficacy, Dropout Status, and the Role of In-School Experiences Among Urban, Young Adult School-Leavers and Non-leavers

verfasst von: Tara M. Brown, Claudia Galindo, Bradley Quarles, Alice LaRue Joy Cook

Erschienen in: The Urban Review | Ausgabe 5/2019

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Abstract

High school non-completion remains a stubborn reality in urban communities where low-income people of color are concentrated, putting young adults at risk for long-term economic instability. Research shows that self-efficacy positively affects school outcomes and that in-school experiences influence school completion. However, little is known about the joint effects of self-efficacy and aspects of the school context on school-leaving. This study gathered data from a sample of 200 young adults recruited through a participatory action research project in a low-income, predominantly Latina/o urban community. Using descriptive and inferential statistical analyses, this study examines relationships between academic and general self-efficacy, dropout status (non-leavers, temporary-leavers, and permanent-leavers), and school context. Results showed few differences between temporary- and permanent-leavers, although leavers had lower academic self-efficacy but higher general self-efficacy than non-leavers. Moreover, grades and caring relations with adults explained the difference in self-efficacy by dropout status. This article discusses implications for research and practices on school completion, particularly for young adults living low-income, racially/ethnically minoritized urban communities.

Vorheriger Artikel The Role of Desegregation and Teachers of Color in Discipline Disproportionality

Nächster Artikel The Critical Educators of Color Pipeline: Leveraging Youth Research to Nurture Future Critical Educators of Color

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“Racially/ethnically minoritized” to refers to socially and economically marginalized racial and ethnic groups in the U.S.

“Newhope” is a pseudonym.

A "regular job" is one that is reported to the government (not under the table) and where the employee is paid directly by the business in which he or she works (not by a third party, such as an employment agency).

All relevant questions from survey are included in “Appendix”.

The sensitivity of the ANOVA findings was tested using non-parametric tests (i.e., Chi squared analysis, Wilcoxon–Mann–Whitney test), as some of these variables were ordinal and not normally distributed. Similarly, with dichotomous dependent variables (y = 1 or 0), we also examined mean differences using logistic regression. The patterns of results were consistent between the different statistical analyses used.

In preliminary exploratory models (not reported here) where we included each indicator of the school context separately (with control variables and school outcomes) each variable was statistically significant indicating the relevance of the three indicators of the school context examine in this paper for academic self-efficacy (models are available upon request).

Exploratory models, including controls, school outcomes, and each school context dimension separately, indicated that none of the school context measures were statistically significant (models are available upon request).

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Titel: Self-Efficacy, Dropout Status, and the Role of In-School Experiences Among Urban, Young Adult School-Leavers and Non-leavers
verfasst von: Tara M. Brown
Claudia Galindo
Bradley Quarles
Alice LaRue Joy Cook
Publikationsdatum: 27.03.2019
Verlag: Springer Netherlands
Erschienen in: The Urban Review / Ausgabe 5/2019
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-019-00508-3

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