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ERIC Number: EJ1234410
Record Type: Journal
Publication Date: 2019-Dec
Pages: 29
Abstractor: As Provided
ISSN: ISSN-0042-0972
Self-Efficacy, Dropout Status, and the Role of In-School Experiences among Urban, Young Adult School-Leavers and Non-Leavers
Brown, Tara M.; Galindo, Claudia; Quarles, Bradley; Cook, Alice LaRue Joy
Urban Review: Issues and Ideas in Public Education, v51 n5 p816-844 Dec 2019
High school non-completion remains a stubborn reality in urban communities where low-income people of color are concentrated, putting young adults at risk for long-term economic instability. Research shows that self-efficacy positively affects school outcomes and that in-school experiences influence school completion. However, little is known about the joint effects of self-efficacy and aspects of the school context on school-leaving. This study gathered data from a sample of 200 young adults recruited through a participatory action research project in a low-income, predominantly Latina/o urban community. Using descriptive and inferential statistical analyses, this study examines relationships between academic and general self-efficacy, dropout status (non-leavers, temporary-leavers, and permanent-leavers), and school context. Results showed few differences between temporary- and permanent-leavers, although leavers had lower academic self-efficacy but higher general self-efficacy than non-leavers. Moreover, grades and caring relations with adults explained the difference in self-efficacy by dropout status. This article discusses implications for research and practices on school completion, particularly for young adults living low-income, racially/ethnically minoritized urban communities.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A