Drop Out Risk Factors in High School Students

Drop emerge risk factors in gamey instill day assimilators Tyr iodine Galimore Parent, Child, and take shape Psychology 133A-AMEA Professor Melissa Harwin Tyrone Galimore Parent, Child, and naturalise PSY 133A-MEA Professor Melissa Harwin Fall semester 2012 10/11/2011 Introduction The role of this Life Arts Project (L. A. P. )was to re watch the benefits of family betrothal for peasantren. For the purpose of this L. A. P. I am going to summarize some of the expectations that families and t separately(prenominal)ers pack of each other, and what voltage benefits of family enfolding subscribe on at risk laid-back school move turn up students.Some of the questions I am attempting to address are why are Afri cornerstone American and Latino students drawping step up of high school at an astounding rate? Is there any difference when students sign great attention from advocate- counselors, and smaller class room sizes? And what are the expectations that families and te acher fox on each other? In this Life arts bedevil I focused on the impact of families and teachers involvement in high school drop protrudes. Literature ReviewWhat initiatives are in place to stop high school students from move out of school? Researcher has assemble that three out of ten Latino students dropout of high school, and one out of five African American students has too dropout out of high school. perceptiveness and addressing the issues ring students who drop out of high school is a uninterrupted fearfulness and pressing issues in school districts around the country. Over the old 20 years, the high school dropout rate has declined. (Center for Labor Market Studies, 2009 Cited in Featherston, B.Carl, 2010) Some of the research has been fage through qualitative methods, while other research was conducted using questionnaires and more quantitative methods. High school drop out rate has decreased from 14. 1 in 1980 to 8. 0 in 2008 (US Department of Education, 20 10) for example, this is the case for African American and Latino students. The amount of African American students dropping out of school between the age of 16-24 also decreased from 19. 1 share rate from 1980 to a 9. 0 in 2008, and decreased grow also been demonstrated by Latino students, 35. percent rate in 1980 to a 18. 2 in 2008, (US Department of Education, 2010) These dire high school dropout rates have pushed researchers and practitioners a manage to distinguish the bestow factors causing students to drop out of high school. (Featherston 2010) Reflective Analysis When I was a high school student, I my ego (being of African American descent) was an at risk student on the verge of dropping out of school. If not for my Micro system support team, Micro system- A concept associated with Bronfenbrenners ecological theory.The micro system includes social systems closest to childs casual life, such as the classroom teacher and home. (Coleman 2013), I might have not succeeded i n obtaining a high school diploma. Understanding and addressing issues surrounding students who drop out of high school is a continuous concern and pressing issue in districts around the country. Over the past 20 years, the high school dropout rate has declined, but African Americans and Latinos still have the highest dropout rates in the country. (Center for labor Market Studies, 2009)Contributing Factors Many of us are concerned with the fact that there are little craft in our economy today, despite the fact that unemployment is at an all metre high todays young people are having a difficult succession finding jobs. The competition is rough, and for young people with out high school diplomas are even rougher. Why do students drop out of high schools? present are some alter factors, and prophylactic device method addressing donnish achievement. Many issues surrounding the decision to dropping out of school stems beyond the students immediate grasp.Among these factors are ac ademic achievement, socio economic status, and student expression. Student engagement is facilitated by all of these factors and gives a clear view as into why students drop out of high school. (Featherston, 2010) Another contributing factor was that my family was a vulnerable family. In this course we learned that undefendable Families are families, who, because of their life circumstances, experience financial, emotional, and physical stress that can fluff their functioning and well-being.The two examples used in our course books were, homeless families and working-poor families. At times we where both, along with no money to pay bills, we would find our self moving from home to home. Sometimes living with extended family particles (by the way, you ever comprehend of the saying theirs no place like home) well that saying is abruptly true So without adding the details, you could clearly see why I had to bugger off up so fast at an early age, and man up, which conduced to my impuissance grades. One of the major causes of students dropping out of high school is the compendium of impuissance marks. Studies show that academic failure has the greatest impact on a students decision to drop out of school (Suh, Suh, 2007) In my experience as a teacher assistant, at the alternating(a) high school, for the City of New Rochelles Board of Education, I have seen many students dropout of school. If fact academic achievement is one of the leading precedent students dropout at the institution I am machine-accessible with.In my opinion, student deportment is affiliated with poor academic behavior, which I telephone is a result for students being put out of school, or dropping out of school. To illustrate, when I was in high school, I failed to do homework, or take notes in class, obviously I was lost when it came to the course martial. I said to myself, whats the point of coming to class if I dont understand the class work. I could blame my parents for not stayi ng in concert for the benefit of their children, but my parents broke up a long time ago, and I was the man of the house, being the oldest of three siblings.I toke this responsibility on, all by myself, and my mother who work long days, long nights, and occasionally on the weekend would be a weekend drunk, had vary little input when it came to devising sure we went to school etc.. Shared factors associated with academic failure were the limited genteelnessal enrichment resources. (Suh, Suh, 2007) Being the oldest of three siblings meant I had to share the responsibility with my mom, on memory the family together. This meant getting my two younger rother up and ready for school each day, bathing and feeding them, etc.. Being the oldest meant, at an early age, I soundless about the financial responsibilities that my mom was having a difficult time with. I learned how to be a man from men in my connection (tie a tie, work for your money, etc.. ), and I understood only money could financial aid my mom in her situation. So I began to look in my connection for ways I could get money to help the family progress, and be healthy. As a youth I had plenty of jobs, which consisted of working long minute at night and on the weekend.This definitely had an impact on my academic achievements, which resulted in me getting bad grades. Certainly I fell so far behind, that I felt, I was stupid. So I did everything under the sunshine (bullying, cutting class, not coming to school for academics, but show up for football practice) to divert attention away from my academics issues. I already had a computer programme, if I was ever confronted with the fact that I was a troublemaker, I would quiet, and I just needed a reason. avail of family involvementThere is limited amount of research on the benefits of family involvement for families themselves. Nevertheless, Coleman has reasonably presuppose at least five benefits that should result when teachers and families collabor ate to honor each others expectations and share responsibility for educating, socializing, and protecting children. (Coleman 2013), Parents knowledge of child education, schools sometime loose flyers to educate families about the physical, mental, and social readiness skills. Coleman 2013), Example, family participation practice can boost parents knowledge of child development and in turn, provide them with break off insight into their childrens classroom performance. Parenting skills, teachers support childrens development and education not only in the classroom but also by responding to parents questions and concerns about their childrens behavior. (Coleman 2013), example, parents sometimes ask for help in addressing what they comprehend to be unusual childhood behavior or a behavior that is out of character for their child.Parents may also ask for help in to such requests benefits children and families in the short and long term (knopf & Swick, 2008 cited in Coleman 2013). Pa rents say-so as Advocated for their Children, to form a truly collaborative family-teacher partnership, parents need the assertion to advocate for their childrens education and general welfare (Hoover-Dempsey, Bassler,& Brissie, 1992 Hoover- Dempsey & Sander, 1995, 1997, cited in Coleman 2013) Colman states that as a teacher, you can strengthen parents self-confidence by their childrens development and education.Also teachers should remind parents of how they contribute to their childrens well being by earshot to their concerns and answering their questions.. (Coleman 2013) Parents Creativity, Coleman talks about family strategies provides opportunities to keep parents engaged in their childrens learning experiences. They also stimulate parents creativity in promoting their childrens acclivitous skills at home and in the community.Higher educational aspirations, with support, children are able to rattling up to their parents academic expectation (Fan & Chen, 2001, cited in Colem an 2013) Family involvement can contribute to positive outcome and decrease at risk student behavior by increasing parents self- confidence and creativity in helping their children develop the skills and motivation needed to stay in school. Benefits of family involvement for teachers As with families, relatively little attention has been devoted to studying the benefits of families involvement for teachers.Nevertheless, Colman identifies at least five potential benefits. Understanding the ecological child, because of their training, teachers naturally tend to focus on the classroom child. lonesome(prenominal) by considering the ecological child can we truly understand how childrens classroom performance is grounded in family and community life. Reflect on this example, ethnic macrosystems. One hallmark of socially competent children in high-context cultures (e. g. African American students or Latino students) is their mastery of subtle contextual communication signals (e. g. nonve rbal facial and hand gestures) rather than explicit verbalizations(Han & Thomas, 2010, cited in Coleman 2013) children from low- context cultures ( e. g. , get together State, Western Europe, Australia) are taught to value just the opposite. They are encouraged to be direct in their verbal communication rather than rely on subtle forms of nonverbal communication. QUESTIONNAIRE I am asking these questions in nightclub to gather information about what happens to students as they move through high school and make decision about what they are going to do after high school.Student at the New Rochelle Alternative High schooling, where I am employed, were told that their responses give be combined with those of other respondents, and the answers they give will never be identified as their own. Former students who drop out of school and participated in this questionnaire were also told that the answers they give will never be identified as their own. 1) Thinking back to yours in high sch ool, do you remember when you frist thought about leaving school? (Circle one) yes no 2) Here are some reasons students might use for leaving school which one applies or might apply to you.Circle which one you think applies to you. I had a job. I found a job. I dont like school. I couldnt get along with the teachers. I couldnt get along with the other students. I wanted to have a family. (FOR FEMALES ONLY) I was pregnant. I became the father/mother of a baby. I had to support my family. I was suspended too often. I did not feel safe at school. I wanted to travel. My friends had dropped out of school. I had to care for a member of my family. I was expelled from school. I felt I didnt belong at school. I couldnt keep up with my school work. I was failing school. I got married or planned to get married. I deepen school and didnt like my new school. I couldnt work or go to school at the same time. 3) Do you plan to get a high school diploma or GED? YESNO References Coleman, M. (2013) Empowering Family teacher Partnerships, glossary Featherston, B. Carl, (2010) Review of higher education and self learning, High School dropout prevention a review of the literature, (7) 68-75 Robelen, W. Erik, (2006, November 15) Education week. Detailed Dropout Studies Guide insurance policy in City Schools, 26, 8-9 Suh, S. , & Suh J. (2007). Risk Factors and Levels of Risk for High School Dropouts.Professional School Counseling, 10(3), 297-306. Retrieved from Academic Search Premier Database. US Department of Education intro of Education Science. (2010). Fast Fact. In The Condition of Education 2010 (NCES 20100-028). Retrieved 11/16/2012, from http//nces. ed. gov/fastfacts/display. asp? id=16. US Department of Education. (2009). Anniversary of Title VI mark Progress and Reminds us that Every Child has the Right to an Education. In ED. gov. Retrieved 08/20/2010, from Http//www2. ed. gov/news/pressreleases/2009/07/0701200-a. html. Wallis, Claudia (2007, May 14) Stopping the Exodus. (169) 177-179