Abstract
This paper presents a conceptual framework for understanding the problems encountered by high school dropouts in their school-to-work transition. The underlying assumption is that dropouts are likely to face strains in their homes, jobs, and other community settings that are similar to those which led them to leave school. Exemplary school and work programs for dropouts are discussed and implications drawn for their design. A youth advocacy system is recommended that could stimulate adaptation by the educational and employment sectors to the needs and personal styles of dropouts as well as help dropouts to make informed choices about their educational and career potentials. Such a system would also help the dropout to identify the most appropriate settings for realizing those potentials.
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Weidman, J.C., Friedmann, R.R. The school-to-work transition for high school dropouts. Urban Rev 16, 25–42 (1984). https://doi.org/10.1007/BF01120322
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DOI: https://doi.org/10.1007/BF01120322