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ERIC Number: ED334315
Record Type: RIE
Publication Date: 1991
Pages: 68
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
An Analysis of the Persistence/Dropout Behavior of Hispanic Students in a Chicago Public High School.
Miller, Angela Perez
This study of the school-related factors that influence the persistence or withdrawal of Hispanic American high school students did not validate Tinto's model of dropout behavior. Tinto's model (1975) is based on a sequence of the following variable clusters: (1) background characteristics; (2) external factors; (3) academic integration; (4) social integration; and (5) commitment to school. An adaptation of Tinto's model was applied to a sample of high school student volunteers in Chicago (Illinois) that included 98 Puerto Rican, 189 Mexican, and 6 other Hispanic American students. The following findings are discussed: (1) school-related variables did not predict persistence/withdrawal behavior for the total sample, or for the male, female, Mexican, or Puerto Rican subgroups; (2) school-related variables influenced the school commitment of Mexican males; (3) external factors influenced the persistence/withdrawal for the total sample and for males and females separately; (4) school commitment variables positively influenced persistence for males but not for females; (5) Puerto Rican students appeared to be positively influenced by pre-high school achievement and negatively influenced by external factors, whereas Mexican students were more likely to be positively influenced by personal commitment; and (6) patterns of persistence behavior varied by Hispanic subgroup and by sex. The following materials are appended: (1) a list of 65 references; (2) seven tables of statistical data; (3) one figure; and (4) a categorization of the survey and data items. (FMW)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Chicago Public Schools IL; Tinto Model
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 1991).