An Ecological Analysis of School Engagement Among Urban, Low-Income Latino Adolescents

2016 ◽  
Vol 50 (7) ◽  
pp. 905-925 ◽  
Author(s):  
Katrina D. Roundfield ◽  
Bernadette Sánchez ◽  
Susan D. McMahon
Keyword(s):  
High School ◽  
Low Income ◽  
School Engagement ◽  
Cognitive Engagement ◽  
Latino Youth ◽  
High School Completion ◽  
Three Dimensions ◽  
Latino Adolescents ◽  
Ecological Analysis ◽  
Policies And Programs

This study examined a multidimensional model of school engagement (Fredricks, Blumenfeld, & Paris, 2004) among low-income, urban Latino adolescents. Ecological theory suggests that students’ school, family, and peer contexts influence their behavioral, emotional, and cognitive engagement. Using qualitative methods of inquiry, this study examined how these various microsystemic factors influenced the school engagement of 32 Latino adolescents. Participants between 18 and 20 years of age participated in interviews focused on their retrospective experiences in high school. Participants identified school, family, and peer themes that facilitated or hindered various components of school engagement. Youth discussed how school and peer factors affected all three dimensions of school engagement, while family affected behavioral and cognitive engagement. Understanding processes involved in high school completion will aid in designing effective policies and programs to reduce dropout rates among Latino youth.

Examining the Impact of Changes in Maternal Employment on High School Completion Among Low-Income Youth

2004 ◽  
Vol 25 (3) ◽  
pp. 279-299 ◽  
Author(s):  
Karen A. Randolph ◽  
Roderick A. Rose ◽  
Mark W. Fraser ◽  
Dennis K. Orthner
Keyword(s):  
High School ◽  
Low Income ◽  
Maternal Employment ◽  
High School Completion ◽  
School Completion ◽  
The Impact

Lived Experiences of Low-Income, African American Males in a High School STEAM Academy: Implications for School Counselors

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Edward C. Fletcher ◽  
James L. Moore
Keyword(s):  
High School ◽  
African American ◽  
High School Students ◽  
School Counselors ◽  
Low Income ◽  
African American Males ◽  
School Engagement ◽  
Role Models ◽  
Research Question ◽  
School Personnel

Using a qualitative case study approach, this investigation focused specifically on the school and home experiences of low-income, African American males who had attended a career academy focused on science, technology, engineering, arts, and math. With semistructured interviews of individuals and focus groups, we investigated the school and home experiences of African American male former high school students and how these experiences influenced their overall educational pursuit. This study concentrated on the specific research question: What are the unique identities, school experiences, and life challenges of low-income, African American males? Data analysis revealed three salient themes: (a) missing critical school and home supports, (b) searching for significant relationships and role models, and (c) desiring to earn money to provide for their families. Based on these qualitative themes, we offer specific strategies that school personnel, such as school counselors, can use to increase school engagement and success among low-income, African American males.

scholarly journals Do Career-Engaging Courses Engage Low-Income Students?

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110533
Author(s):  
Jay Stratte Plasman ◽  
Michael A. Gottfried ◽  
Daniel J. Klasik
Keyword(s):  
High School ◽  
High School Students ◽  
Low Income ◽  
School Engagement ◽  
Low Income Students ◽  
School Students ◽  
Data Set ◽  
Career And Technical ◽  
Nationally Representative ◽  
Do So

Encouraging school engagement is crucial to promoting positive outcomes for high school students. One potential means to promote school engagement may be through career and technical education (CTE) coursework, which is specifically designed to be educationally engaging, particularly for vulnerable populations such as those from low-income backgrounds. Yet, little is known about whether these courses do in fact link to higher school engagement. Through analysis of the High School Longitudinal Study of 2009—a nationally representative data set—we explored the link between STEM-focused CTE (STEM-CTE) coursetaking and school engagement for low-income students. To do so, we employed an instrumental variable estimation technique and found that taking STEM-CTE courses related to higher school engagement for low-income students. We conclude with a discussion of implications for students, practitioners, and policymakers.

scholarly journals EFFECT OF EARLY SEXUAL DEBUT ON HIGH SCHOOL COMPLETION IN SOUTH AFRICA

2017 ◽  
Vol 50 (1) ◽  
pp. 124-143 ◽  
Author(s):  
A. V. Bengesai ◽  
H. T. A. Khan ◽  
R. Dube
Keyword(s):  
South Africa ◽  
High School ◽  
Low Income ◽  
Parental Education ◽  
Sexual Debut ◽  
High School Completion ◽  
Hiv And Aids ◽  
Early Sexual Debut ◽  
School Completion ◽  
Sexual Behaviours

SummaryEarly sexual debut is of major concern because it is a correlate for health and economic shocks experienced in adulthood. In South Africa, this concern has provided impetus for research directed at the HIV and AIDS epidemic, teenage pregnancy and the effect of adolescent sexual behaviour on persistence in school. Of interest to the present study is high school completion, which is a well-established empirical barometer of adult socioeconomic opportunities. Using data from the five waves of the Cape Area Panel Study (CAPS), this paper examines the association between sexual behaviours initiated in pre- and early adolescence and high school completion rates. The CAPS study is a longitudinal survey that was designed to investigate young people’s (aged 14–22 years) educational attainment and sexual behaviours in Cape Town, South Africa. The sample was constituted from 3213 individuals who had initiated sex during their teenage years and the analysis was undertaken when the youngest cohort was aged 21, an age at which they should have completed high school if they were on time. Logistic regression models were fitted separately for males and females. Overall, the results reveal that early sexual debut is correlated with long-term negative educational outcomes. Individuals who experience early sexual debut are less likely to complete high school than their counterparts who make their sexual debut later on in life. This effect is worse for Africans, who also disproportionately have an earlier sexual debut than other race groups. Apart from race however, the findings also reinforce the effect of other demographic factors on high school completion, namely, place of residence and family socioeconomic status as measured by parental education and household income. Hence, early sexual debut adds another layer of inequality and worsens the plight of Africans, females, those living in rural areas and those who come from low-income families.

High School Completion for Young Women

1982 ◽  
Vol 3 (2) ◽  
pp. 147-163 ◽  
Author(s):  
LOIS B. SHAW
Keyword(s):  
High School ◽  
Black Women ◽  
Young Women ◽  
Low Income ◽  
White Women ◽  
Family Income ◽  
High School Completion ◽  
Single Parent ◽  
Dropping Out ◽  
School Completion

This article examines the effects of living in a single-parent family on the high school completion of young women after controlling for the effects of family income. For white women, living with a single parent has no effect on high school completion once the generally lower income of single-parent families is taken into account. For black women, both low income and living with a single parent independently contribute to increased rates of dropping out of school. In considering policies to increase the rate of high school completion, the economic aspect of the problem deserves major attention.

Investigating School Racial Climate and Private Racial Regard as Risk and Protector Factors for Black High School Students’ School Engagement

2020 ◽  
Vol 46 (6-7) ◽  
pp. 514-549
Author(s):  
Charity Brown Griffin ◽  
Rashunda L. Stitt ◽  
Dawn X. Henderson
Keyword(s):  
High School ◽  
High School Students ◽  
School Environment ◽  
School Engagement ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Racial Climate ◽  
School Students ◽  
The Relationship ◽  
Peer Discrimination

This investigation examined associations between school racial climate (racial fairness, teacher discrimination, and peer discrimination), private racial regard, and school engagement (behavioral, emotional, and cognitive) in a sample of 151 Black high school students. Hierarchical regression analyses revealed that students who perceived their school environment to be more impartial and equitable for Black students also reported higher school engagement on all dimensions. Furthermore, teacher discrimination was associated with emotional engagement, whereas higher levels of perceived discrimination from peers were associated with both higher levels of behavioral engagement and cognitive engagement. In addition, two significant interactions were found: private regard moderated the relationship between teacher discrimination and emotional engagement, and the relationship between peer discrimination and cognitive engagement.

The Special Olympics Unified Champion Schools Program and High School Completion

2021 ◽  
pp. 000283122110327
Author(s):  
Michelle Yin ◽  
Garima Siwach ◽  
Yulia Belyakova
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
School Environment ◽  
School Engagement ◽  
Social Inclusion ◽  
High School Completion ◽  
Special Olympics ◽  
School Completion ◽  
Percentage Points ◽  
The Impact

Despite an increase in special education enrollment, a stark gap in high school completion between students with and without disabilities persists. This study examined the impact of Unified Champion Schools (UCS), a Special Olympics program designed to foster social inclusion through three components—Unified Sports, Inclusive Youth Leadership, and Whole School Engagement—on high school graduation rates. Using a novel dataset and a difference-in-differences design, we found that implementing the UCS program increased the graduation rate by 1.1 percentage points for all students and 1.4 percentage points for students with disabilities. The increase in schooling outcomes for students with disabilities in UCS schools also was found to be positively correlated with perceptions about a more socially inclusive school environment.

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