factors influencing dropout behavior by david perley
TRANSCRIPT
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Factors Influencing Dropout Behavior
By
David Perley
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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
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David Perley, Tobique First Nation
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
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David Perley, Tobique First Nation
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
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David Perley, Tobique First Nation
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
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David Perley, Tobique First Nation
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
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David Perley, Tobique First Nation
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
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David Perley, Tobique First Nation
Personal Characteristics and Attitudes
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
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David Perley, Tobique First Nation
Personal Characteristics and Attitudes
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
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David Perley, Tobique First Nation
Personal Characteristics and Attitudes
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
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David Perley, Tobique First Nation
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
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David Perley, Tobique First Nation
Academic Characteristics
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
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David Perley, Tobique First Nation
Academic Characteristics
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
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David Perley, Tobique First Nation
Academic Characteristics
Extracurricular Activities:
Dropouts had lower levels of participation in most extra-curricular activities
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David Perley, Tobique First Nation
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
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David Perley, Tobique First Nation
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
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David Perley, Tobique First Nation
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
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David Perley, Tobique First Nation
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”
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David Perley, Tobique First Nation
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
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David Perley, Tobique First Nation
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
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David Perley, Tobique First Nation
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
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David Perley, Tobique First Nation
Education System
Bureaucratic “Mindset”:TokenismSpecial treatment misconceptionFrancophone/anglophone priorities
Funding for Maliseet/Mi’kmaq Education:Tuition does not follow First Nation students
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David Perley, Tobique First Nation
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
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David Perley, Tobique First Nation
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
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David Perley, Tobique First Nation
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
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David Perley, Tobique First Nation
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