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Self-Efficacy, Dropout Status, and the Role of In-School Experiences Among Urban, Young Adult School-Leavers and Non-leavers

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Abstract

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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Notes

  1. “Racially/ethnically minoritized” to refers to socially and economically marginalized racial and ethnic groups in the U.S.

  2. “Newhope” is a pseudonym.

  3. A "regular job" is one that is reported to the government (not under the table) and where the employee is paid directly by the business in which he or she works (not by a third party, such as an employment agency).

  4. All relevant questions from survey are included in “Appendix”.

  5. The sensitivity of the ANOVA findings was tested using non-parametric tests (i.e., Chi squared analysis, Wilcoxon–Mann–Whitney test), as some of these variables were ordinal and not normally distributed. Similarly, with dichotomous dependent variables (y = 1 or 0), we also examined mean differences using logistic regression. The patterns of results were consistent between the different statistical analyses used.

  6. In preliminary exploratory models (not reported here) where we included each indicator of the school context separately (with control variables and school outcomes) each variable was statistically significant indicating the relevance of the three indicators of the school context examine in this paper for academic self-efficacy (models are available upon request).

  7. Exploratory models, including controls, school outcomes, and each school context dimension separately, indicated that none of the school context measures were statistically significant (models are available upon request).

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  1. Department of Teaching and Learning, Policy and Leadership, College of Education, University of Maryland, 2229 Benjamin Building, College Park, MD, 20742, USA

    Tara M. Brown, Claudia Galindo, Bradley Quarles & Alice LaRue Joy Cook

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Appendix: Survey Items

Appendix: Survey Items

Dropout Status

  1. 1.

    Complete this section only if you left school before getting a high school diploma. If you have your diploma, go to the next page.

  2. 2.

    Are you still in high school?

  3. 3.

    If no, do you have a high school diploma?

General Self-Efficacy

  1. 1.

    When unexpected problems occur in my life, I don’t handle them well.

  2. 2.

    I get discouraged when I make a lot of mistakes.

  3. 3.

    If I need help with a problem, I usually know where to get it.

  4. 4.

    I don’t put much effort into the things I do.

  5. 5.

    I can usually handle whatever comes my way.

  6. 6.

    I feel like I can’t control a lot of things in my life.

  7. 7.

    If I really want to learn something, I push myself to learn it, even if it’s difficult.

  8. 8.

    I get discouraged when something is difficult for me to do.

Academic Self-Efficacy

  1. 1.

    I felt certain I could master the skills taught in class during the year.

  2. 2.

    I felt certain I could figure out how to do the most difficult class work.

  3. 3.

    I could do almost all the work in class if I didn’t give up.

  4. 4.

    Even if the work was hard in class, I could learn it.

  5. 5.

    I could do even the hardest work in class if I tried.

School Outcomes

  1. 1.

    In general, which best describes your grades in high school?

  2. 2.

    Have you ever been kept back a grade?

  3. 3.

    Were you ever in special education?

  4. 4.

    Have you ever been suspended from school?

  5. 5.

    Have you ever been expelled from school?

Caring Relations with Adults

  1. 1.

    My teachers cared about me as a person.

  2. 2.

    My teachers cared about me academically.

  3. 3.

    My teachers valued my ideas and opinions.

  4. 4.

    My teachers treated me fairly.

  5. 5.

    Teachers and administrators treated me with respect.

  6. 6.

    I felt comfortable talking to a teacher or administrator if I had a problem.

  7. 7.

    If I made a mistake, teachers and administrators were willing to give me another chance.

Instructional Quality

  1. 1.

    My teachers were willing to help me with my school work.

  2. 2.

    My teachers had high expectations of me.

  3. 3.

    My teachers taught and explained things well so that I understood the material in class.

  4. 4.

    My teachers made learning fun and interesting.

  5. 5.

    My high school prepared me well for college.

School Climate and Safety

  1. 1.

    I got along with teachers and administrators.

  2. 2.

    Most students at my school cared about learning and getting a good education.

  3. 3.

    My teachers knew how to handle student disruptions.

  4. 4.

    Students were disciplined fairly at my school.

  5. 5.

    My high school was a safe and orderly place

  6. 6.

    I got along with other students in school.

  7. 7.

    I felt safe at school.

Demographic and Socioeconomic Indicators

  1. 1.

    Are you still in high school?

  2. 2.

    Are you currently working?

  3. 3.

    If yes, what kind of work do you currently have?

  4. 4.

    Do you rely on any of the following forms of public assistance to get by financially?

  5. 5.

    Currently, how well are you able to meet your financial responsibilities?

  6. 6.

    Age:

  7. 7.

    Gender:

  8. 8.

    Were you born in the U.S.?

  9. 9.

    What is your first language?

  10. 10.

    What is your race/ethnicity?

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Brown, T.M., Galindo, C., Quarles, B. et al. Self-Efficacy, Dropout Status, and the Role of In-School Experiences Among Urban, Young Adult School-Leavers and Non-leavers. Urban Rev 51, 816–844 (2019). https://doi.org/10.1007/s11256-019-00508-3

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