factors influencing dropout behavior by david perley

Factors Influencing Dropout Behavior

By

David Perley

David Perley, Tobique First Nation

Factors

• Family background• Personal characteristics and attitudes• Academic characteristics• Education system• School climate• Cultural factors• Community factors• DIA policies and programs


Factors

“Many state explicitly that they do not wish to leave school and see themselves as ‘pushouts’ or ‘kickouts’ rather than ‘dropouts’. As a [Lakota] youth in our sample put it, ‘I quit, but I never did want to quit!”

Rolsalie Wax


Family Background

Parents’ Occupation/Income:

Students from families with lower incomes have much higher dropout rates. Majority of parents are unemployed

Single Parent:

Dropouts were less likely to have both natural parents living at home


Family Background

Parents’ Education Level:

Dropouts tend to have parents who are dropouts

Parents’ Involvement in Education:

Parents of dropouts are less inclined to be interested or to monitor their children’s school behavior


Family Background

Sibling Dropouts:

The likelihood of dropping out increases when brothers and sisters have dropped out

Family Size:

Dropouts are more likely to come from large families


Personal Characteristics and Attitudes

Age:

The majority of dropouts left school before the age of 16

Gender:

Males are more likely to drop out of school than females



Language Ability:

Dropouts tend to demonstrate lack of proficiency in the English language

Self-Esteem/Confidence:

Dropouts tend to have little self-confidence, low self-esteem



Relation to Peers:

Many dropouts have friends who are also dropouts and who share similar educational aspirations and attitudes

Educational Expectations/Aspirations:

Dropouts had lower educational expectations than did the graduates



Occupational Expectations:

Occupational plans were vague or non-existent

Sense of Control:

Dropouts are more likely than graduates to feel their destiny is out of their hands


Academic Characteristics

Low Achievement/Failure:

Majority of the dropouts were failing two or more subjects

Grade Retention:

Native students leave school at lower grade levels than non-Native students



Disinterest/Dissatisfaction with School:

Dropouts expressed a lack of interest in the content of education and general alienation from the school life

Attendance:

Dropouts attended classes less frequently than stay-ins



Homework:

Dropouts reported doing less homework than stay-ins

Discipline:

Dropouts tend to be disciplined more for behavioral problems and having serious problems with the law



Extracurricular Activities:

Dropouts had lower levels of participation in most extra-curricular activities


School Climate

Curriculum Responsiveness:Dropout behavior has been associated with a lack of curriculum relevance and the fact that schools have not adapted to First Nation customs and traditions

Teacher Characteristics and Training:Specialized training, relating to the community, and accepting other cultures contribute to a positive school climate


School Climate

Student Body Characteristics:

Student alienation among Native students is pervasive and consequently impacts upon school climate

Student-Teacher Interaction:

Dropouts did not feel positively about their relationships with teachers


School Climate

Community-School Relationships:A low level of parental involvement has been associated with dropout behavior

Counselors:Majority of dropouts did not feel comfortable about approaching guidance counselors concerning their intention to leave school


Cultural Factors

Values:Schools are viewed as vehicles of assimilation which result in either a loss of identity or a resistance on their part against the “non-Native ways”

Learning Styles:First Nation students tend to be visual rather than verbal learners which places the First Nation students at a disadvantage in school “where teaching methods tend to cater to the auditory learner”


Cultural Factors

Child-Rearing Practices:Labeled permissive in comparison with non-Native society; this misunderstanding occurs primarily because Native child-rearing is self-exploratory rather than restrictive

Task Structure:Schools set tasks which promote individual, competitively oriented learning while First Nation cultures tend to promote cooperative group learning


Cultural Factors

Traditional Teaching Methods:

Emphasizes careful observation followed by an imitation of behavior or tasks; First Nation students approach tasks visually, seem to prefer to learn by careful observation which precedes performance and seem to learn in their natural settings experientially


Education System

Education Act, Policy, Programs:

Education Act, policy, programs and curriculum reflect colonial education characteristics

Lack of Flexibility:

Education system is too rigid; proposed changes aimed at improving Maliseet and Mi’kmaq education are met with various obstacles


Education System

Bureaucratic “Mindset”:TokenismSpecial treatment misconceptionFrancophone/anglophone priorities

Funding for Maliseet/Mi’kmaq Education:Tuition does not follow First Nation students


DIA Policies and Programs

Policies and Programs:

Policies and programs reflect colonial education characteristics

Breach of Trust:

DIA has not protected the interests of our Maliseet and Mi’kmaq students attending public schools


Community Factors

Lack of Official Policy:Chief and Council has not formulated a policy that outlines a vision, goals, and objectives for education

Governance Issues:A structure that includes a Local Education Authority (e.g. school board or committee) may be lacking


Community Factors

Lack of Community-Based Initiatives:

Local initiatives designed to enhance academic performance may be lacking

Recruitment Practices:

Education may not be an important consideration for recruitment process


Community Factors

Lack of Recognition for Achievement:

Local governments may not give official recognition for student achievements

Lack of Parental Advocacy Group:

Initiatives aimed at mobilizing parents as a support group for students may be lacking

factors influencing dropout behavior by david perley

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