Motivational Factors that Foster High School Completion among African-American and Latino/a Students

• In Event: 434 - Section on Children and Youth Roundtable Session (one-hour).
  In Refereed Roundtable: Table 08. Youth Educational Achievement and Attainment

Abstract

In the United States over 1million students drop out of high school annually. The dropout crisis in America is a systematic problem that disproportionately impacts populations of color. In 2010, 25.6 % of all eligible Californian students did not graduate within 4 years. The majority of these students were African-American or Latino/a. Students who drop out of school experience multiple political, social, and economic issues including less civic engagement, poorer quality of health, and higher rates of unemployment. For these reasons, it is necessary to understand the best ways to enroll people who have dropped out of high school into programs that provide diplomas, job skills, and college preparation. This study examines the impact of self -determination theory on high school dropouts returning to high school. The quantitative study occurred at two YouthBuild Charter Schools, located in Norwalk and Los Angeles. The participants for this study were male and female African-American and Latino/students between the ages of 16-24 years old. The findings of this study revealed that dropout recovery students exhibit characteristics associated with self- efficacy and intrinsic motivation, but exhibit low levels of self –regulation. This results in dropout recovery students benefiting from external regulation in order to finish high school. The study shows that students who identify as leaders and maintain support systems through both friends are more engaged in school. The findings also suggest that students with lower levels of intrinsic motivation can develop self-autonomous behavior and internal regulation in order to earn a high school diploma.

Author

• Stephanie Renee Anckle, Claremont Graduate University