ERIC Number: ED416001
Record Type: Non-Journal
Publication Date: 1995-Apr
Reference Count: N/A
Breaking the Cycle of Disadvantage: Ties between Educational Attainments, Dropping Out and School-Age Motherhood.
This study used current data from a cohort of eighth graders in the National Education Longitudinal Study of 1988 to test whether dropping out of high school and other measures of educational performance and involvement influenced the likelihood of having a school-age birth for whites, blacks, and Hispanics. Three major sets of independent variables were included, family-level (race/ethnicity, socioeconomic status, family size, intact family, mother's age at first birth); school-level (school type, percent minority, percent low income); and individual level (sex education, school performance, involvement in school activities, retention in grade, dropout status). Findings indicated that black females were more likely to have school-age births than Hispanics or whites, but were not more likely to drop out of school. Hispanics had the highest dropout rates. A set of proportional hazards models supported an opportunity-cost approach for predicting school-age motherhood; for all racial/ethnic groups, high educational performance, school involvement, and aspirations were associated with postponing motherhood. Among whites and Hispanics, dropouts, especially young dropouts, were more likely to become school-age mothers, apart from other family and educational factors. While African American teens did not show a relationship between dropping out of school and the risk of motherhood, school-level factors were important predictors of having a school-age birth for this group. (Contains 54 references.) (Author/KB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Department of Health and Human Services, Washington, DC.
Authoring Institution: Child Trends, Inc., Washington, DC.