Keeping Urban Latino Youth in School: Factors Related to School Persistence in Students at Risk for School Dropout

• In Event: Student Identity: Relations to Educational Persistence and STEM

Abstract

Educating our nation's youth is a priority of politicians, policymakers, and parents in every community. Yet, school districts nationwide struggle with chronic disparities in educational outcomes, especially school dropout. This issue demands attention because of the relationship between dropout and criminal activity (Harlow, 2003), teenage pregnancy (Coley & Chase-Lansdale, 1998), and other risky behaviors. The purpose of the current study is to identify specific factors that may lead to greater educational persistence in youth considered "at-risk" due to their exposure to factors historically associated with school dropout. A large sample (n=1991) of urban Latino/a youth completed a survey and a structural model identified and tested. Results revealed that self-efficacy is an important factor for increasing school persistence.

Authors

• Elizabeth Vera, Loyola University Chicago

• Megan Polanin, Loyola University Chicago

• Joshua R. Polanin, American Institutes for Research