Boys
in Poverty and High School Dropout
References to Articles of significance:
Alexander, K.L., Entwisle,
D.R., & Horsey, C.S. (1997). From first grade forward: Early foundations of
high school dropout, Sociology of Education,
70 (2), 87-107.
Abstract: In tracking the educational progress of a
sample of Baltimore school-children from entrance into first grade in fall 1982
through early spring 1996, the authors examined the children's personal
qualities, first-grade experiences, and family circumstances as precursors to
high school dropout. Logistic regression analyses were used to identify predictors
of dropout involving family context measures (stressful family changes,
parents' attitudes, and parents' socialization practices), children's personal
resources (attitudes and behaviors), and school experiences (test scores,
marks, and track placements). These various measures were found to influence
dropout independently of socio-demographic factors and account for much of the
difference in the odds of dropout associated with family socioeconomic status,
gender, family type, and other "risk factors." The authors take a
life-course perspective on dropout, viewing it as the culmination of a long-term
process of academic disengagement.
Semeniuk, I. (2013). How Poverty Influences a Child’s Brain Development,
The Globe and Mail. Retrieved on
January 27, 2013 from:
Smith, E. (2005). Failing Boys and Moral Panics:
Perspectives on the Underachievement Debate, British Journal of
Educational Studies, 51 (3),
282-295.
Abstract: The paper re-examines the
underachievement debate from the perspective of the ‘discourse of derision'
that surrounds much writing in this area. It considers the contradictions and
inconsistencies which underpin much of the discourse -- from a reinterpretation
of examination scores, to the conflation of the concepts of 'under' and 'low'
achievement and finally to the lack of consensus on a means of defining and
measuring the term underachievement. In doing so, this paper suggests a more
innovative approach for understanding, re-evaluating and perhaps rejecting the
notion of underachievement.
O'Connor, E. & McCartney,
K. (2007). Examining Teacher-Child Relationships
and Achievement as Part of an Ecological Model of Development, American Educational Research Journal,
44, (2), 340-369.
Abstract: The purpose
of the present study is to examine associations between quality of
teacher-child relationships from preschool through third grade and children's
third-grade achievement using Phases I, II, and III data from the National
Institute of Child Health and Human Development Study of Early Care and
Education, a prospective study of 1,364 children from birth through sixth
grade. There are three main findings. First, positive associations were found
between quality of teacher-child relationships and achievement. Second, high
quality teacher-child relationships buffered children from the negative effects
of insecure or other maternal attachment on achievement. Third, the effect of
quality of teacher-child relationships on achievement was mediated through
child and teacher behaviors in the classroom. In sum, high quality
teacher-child relationships fostered children's achievement. Implications for
educational practice are discussed.
Robinson, J. & Biran, M. (2006).
Discovering Self: Relationships Between
African Identity and Academic Achievement, Journal of Black Studies, 37(1), 46-68.
ABSTRACT: The
present study explored connections between African identity, study habits, and
academic achievements. Correlation analyses, using data from 96 Black high
school students, indicated multiple connections between these factors. The most
important finding was that a sense of collective identity, a sub-factor of
African identity, was positively related to academic achievement. Implications
of the results for the improvement of school curriculums and environments are
discussed.
Sharkey, P. (2009) Neighborhoods and the Black White
Mobility Gap, Economic Mobility Project, Retrieved
on March 3, 2013 from:
Weismann, J. (2012). Occupy Kindergarten: The Rich-Poor
Divide Starts with Education, The Atlantic,
Retrieved on March 3, 2013 from:
I love the way you put all your articles together in one post. They look like a great source for more information!
ReplyDeleteThank you! I hope this blog is a "teaching tool" with our faculty and I NEED things organized! =)
ReplyDeleteLove the collection of information...I am especially interested in the first article that looks at high school drop out and the relationship to personal qualities! It bothers me that so many children (especially boys) drop out of school! I can not help put think that making these personal connections would help keep them in school!
ReplyDeleteRelationships are my priority, too!! Look at the O'Connor/McCartney article. It is all about high quality teacher relationships can "buffer children from the negative effects of insecure or other maternal attachment." I have printed this one and am highlighting the important points for our faculty. This study gives us HOPE! =)
ReplyDeleteMy school is full of poverty and single parents who do the best they can but that leaves too many children without supervision or necessary role models. My prayers are that I can SOMEHOW make a difference!
These articles look like great resources. I did not use any of them for my 5, but I may read over some of them to gather more info. before presenting to my faculty.
ReplyDelete