A Mixed-Methods Gender Analysis of Youth's Differential Pathways Away From School

• In Event: Drawing on Experience-Near Knowledge: Understanding School (Dis)Engagement Through Youth and Educator Voice

Abstract

Healthy People 2020 has identified high school graduation as a critical social determinant of health (Office of Disease Prevention and Health Promotion, 2019). However, between October 2015 and October 2016, 532,000 youth left high school without obtaining a credential (NCES, 2017). Experiencing four or more adverse childhood experiences (ACEs; Felitti et al., 1998) puts youth at considerable risk for leaving school (Font & Maguire-Jack, 2016). Yet, it is unclear if gendered pathways away from school may exist. This mixed-method study investigated risk for interrupted-school enrollment due to ACEs and criminalized behaviors in a sample of young adults from across the U.S.

Methods: This secondary data analysis utilized a survey of young adults (n=2,965) from across the U.S. who were either continuously enrolled (n=1,023) or experienced interrupted high school enrollment (n=1,942); the survey asked about retrospective experiences of adversity and engagement in criminalized behaviors (Center for Promise, 2014). Demographics are provided in Table 1. Separately, 27 focus group participants shared narratives in response to the question, “Why did you leave school?” Using a sequential mixed methods design (Creswell & Plano Clark, 2017), we first quantitatively explored differences in reported ACEs and criminalized behavior by gender and trajectory of high school enrollment. Next, we conducted a gendered narrative analysis of the focus group data to explore differences with and between boys’ and girls’ trajectories away from school. Finally, we conducted quantitative path analysis to assess the direct and indirect pathways from ACEs and criminalized behavior to interrupted enrollment for boys and girls.

Results: Youth with interrupted enrollment reported significantly more ACEs and criminalized behaviors; gender analysis revealed significantly more ACEs for girls, and significantly more criminalized behaviors for boys. Narrative analysis demonstrated that pathways away from school began with early experiences of adversity (ages 0-12), with pathways differing for girls and boys. Girls described that adversity and ongoing relational difficulties resulted in competing priorities, leading to chronic absenteeism and eventual departure from school. However, for boys, early and ongoing adversity led them to criminalized behaviors, which in turn, caused them to leave or be pushed out of school. See Table 2 for sample youth narratives. Path analysis of the quantitative data confirmed these results: the direct effect of ACEs on interrupted enrollment was significantly stronger for girls than boys, while the direct effect of ACEs on criminalized behaviors was significantly stronger for boys than girls.

Conclusions: Trajectories away from school often begin quite young. For girls, chronic adversity and relational difficulties increased risk for interrupted enrollment. However, for boys, this pathway is mediated by criminalized behaviors. Positive Youth Development indicates that all youth, despite previous adverse experiences, have the potential to thrive when embedded in relationships and contexts that nurture their development (Lerner et al., 2011). Trauma-informed care in schools, juvenile justice, health care, and foster care systems would provide appropriate developmental support for youth who have experienced adversity. By creating safe, youth-centered environments, the possibility for all youth to graduate high school and disrupt intergenerational cycles of loss, violence, and adversity can be realized.

Authors

• Jessica Koslouski, University of Connecticut - Storrs

• Jonathan Zaff, America's Promise Alliance

• Anna Skubel, Boston University