Directions
In the “Literature Review Resources” attached, provide the following for each source that you add at the end of the document:
The APA-formatted citation.
A brief annotation of the key points of the source.
An indication of whether the source has been added to (Y) or excluded from (N) your RefWorks (or similar reference collection tool) list.
Topic: Strategies inner-city educators implement to involve low income parents into the school setting.
RES-811 Literature Review Resources
Number Article Information Added to RefWorks? (Y or N)
Bibliographic Information
Battin-Pearson, S., Newcomb, M. D., Abbott, R. D., Hill, K. G., Catalano, R. F., & Hawkins, J. D. (2000). Predictors of early high school dropout: A test of five theories. Journal of educational psychology, 92(3), 568. Y
Link
http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2000-12129-015
Annotation
The authors carried out a study to compare the satisfactoriness of structural strains, family socialization, deviant affiliation, general deviance, and academic mediation theories to forecast children dropping out of high school. Applying nested latent variable models on an ethnically varied urban sample to examine the theories, the authors found out that all the five factors had direct causes of dropping out. This source is vital to the study because it explain the theories behind high inner city school dropouts.
Bibliographic Information
Rumberger, R. W. (1987). High School Dropouts: A Review of Issues and Evidence. Review of Educational Research, 57(2), 101-121. doi:10.3102/00346543057002101 Y
Link
http://rer.sagepub.com/content/57/2/101.abstract
Annotation
The author examines the issues involved in attempting to know and resolve the crisis of high school dropouts. The author explicably looks into several aspects on school dropout such as causes, consequences, and possible solutions. This source is quite helpful for getting in-depth information regarding school dropouts.
Bibliographic Information
Cairns, R. B., Cairns, B. D., & Neckerman, H. J. (1989). Early School Dropout: Configurations and Determinants. Child Development, 60(6), 1437-1452. doi:10.2307/1130933 Y
Link
http://www.ncbi.nlm.nih.gov/pubmed/2612252
Annotation
The authors conducted a longitudinal study to look at demographic, cognitive, and behavioral factors linked to early school dropout. Using a study sample of 475 students, the authors found out that actually 14 percent of them had dropped out of school before finishing the eleventh grade. The authors established that factors contributing to school dropout include early parenthood, race, socioeconomic status, low academic performance, as well as high aggressiveness. This source is supportive to the study as it comprehensively lays down the determinants of early school dropout.
Bibliographic Information
Kasarda, J. D. (1993). Inner-city concentrated poverty and neighborhood distress: 1970 to 1990. Housing Policy Debate, 4(3), 253-302. doi:10.1080/10511482.1993.9521135
Y
Link
http://content.knowledgeplex.org/kp2/img/cache/kp/1116.pdf
Annotation
The author presented a new outlook regarding inner-city concentrated poverty by analyzing 1970, 1980, and 1990 population censuses data to discover severely distressed neighborhoods, distressed neighborhoods, and extreme poverty neighborhoods within United States major cities. The author found out that between 1980 and 1990, neighborhood suffering as well as urban poverty concentration worsened countrywide. This is absolutely an indispensable work because the tract-level population data can be used to highlight how inner-city concentrated poverty affected socioeconomic attributes such as school dropout rates.
Bibliographic Information
Quane, J. M., & Rankin, B. H. (1998). Neighborhood Poverty, Family Characteristics, and Commitment to Mainstream Goals: The Case of African American Adolescents in the Inner City. Journal of Family Issues, 19(6), 769-794. doi:10.1177/019251398019006006
Y
Link
http://jfi.sagepub.com/content/19/6/769.short
Annotation
The authors conducted a study to find out the underlying factors affecting youth expectations such as family structure and neighborhood disadvantage. Using data that was gathered from interviews of African American mothers together with their children, the authors were able to reveal that teens in welfare and non-intact homes have considerably lower employment expectations. Moreover, they discovered that neighborhood disadvantage was in some way related to diminishing adolescents’ expectations. This article is useful in that it demonstrates factors lowering teens’ expectations that further cause their dropout from school.
Bibliographic Information
Drukker, M., Feron, F. J., Mengelers, R., & Os, J. V. (2008). Neighborhood Socioeconomic and Social Factors and School Achievement in Boys and Girls. The Journal of Early Adolescence, 29(2), 285-306. doi:10.1177/0272431608320124
Y
Link
http://jfi.sagepub.com/content/19/6/769.short
Annotation
The authors present a study investigating the role social and socioeconomic factors play in children’s school achievement. Using cross-level structured data on 11-year-olds which showed individual, school, and neighborhood level, the authors were able to discover that social cohesion and neighborhood socioeconomic disadvantage weren’t at all linked to school achievement in girls or boys. However, they established that poorer levels of informal social control such as rampant disobedience to social delinquency affected the school achievement of boys. This source is helpful for getting an overview of the current factors that cause school dropout amongst inner-city children.
Bibliographic Information
Crum, R. M., Ensminger, M. E., Ro, M. J., & Mccord, J. (1998). The association of educational achievement and school dropout with risk of alcoholism: A twenty-five-year prospective study of inner-city children. J. Stud. Alcohol Journal of Studies on Alcohol, 59(3), 318-326. doi:10.15288/jsa.1998.59.318
Link
http://www.ncbi.nlm.nih.gov/pubmed/9598713
Annotation
The authors conducted a 25-year study to determine the causes of adulthood alcohol abuse and dependence or rather alcohol abuse disorder amongst Blacks. After interviewing 953 Blacks aged between 32-33 on their educational achievement and alcohol/drug abuse, the authors discovered that high school dropping out and underachievement in first grade were early predictors of an alcohol use disorder in adulthood. This research is of use as it shows the impact of school dropout.
Bibliographic Information
Harding, D. (2003). Counterfactual Models of Neighborhood Effects: The Effect of Neighborhood Poverty on Dropping Out and Teenage Pregnancy. American Journal of Sociology, 109(3), 676-719. doi:10.1086/379217
Y
Link
http://inequality.stanford.edu/_media/pdf/Reference%20Media/Harding_2003_Environment.pdf
Annotation
The author presents a survey of how neighborhood affects teen pregnancy and high school dropping out using a counterfactual framework. The author discover that different neighborhoods, for instance children growing up in high-poverty neighborhoods are further prone to experience teen pregnancy and drop out of high school than those in neighborhoods that have low-poverty level. Although the study measures two societal features (teen pregnancy and school dropout), it is still valuable to the study of inner city children drop out as it uncover factors causing school dropouts.
Bibliographic Information
Fagan, J., & Pabon, E. (1990). Contributions of Delinquency and Substance Use to School Dropout among Inner-City Youths. Youth & Society, 21(3), 306-354. doi:10.1177/0044118×90021003003
Y
Link
http://yas.sagepub.com/content/21/3/306.extract
Annotation
The authors conduct research to examine delinquent behaviors and drug use patterns amongst school dropouts and students in inner-city neighborhoods. Using a sample of 50 dropout surveys and 200 student surveys, the authors established that the correlation between high frequency behaviors of delinquency and substance use amongst school dropouts as compared to students was merely bogus. However, factors such as strain theories, social learning, social control, social isolation, as well as weak family support systems were found to be contributors of school dropouts. This source expounds more on the contributors of school dropouts and therefore it is useful in the dissertation study.
Bibliographic Information
Campbell, C. (2015). The socioeconomic consequences of dropping out of high school: Evidence from an analysis of siblings. Social Science Research, 51, 108-118. doi:10.1016/j.ssresearch.2014.12.011
Y
Link
http://www.ncbi.nlm.nih.gov/pubmed/25769855
Annotation
The author used data from the National Longitudinal Study of Youth 1979 Cohort to highlight the socioeconomic consequences of dropping out of high school. Through comparing children who finished high school with those who dropped out, the author was able to find out that school dropping had negative effects like economic hardship, low unemployment rates, living in poor or near poor families, and young single mothers. The article is greatly resourceful in trying to understand fully the impact of school dropping out.
LDR-802 Literature Review Resources
Number Article Information Added to RefWorks? (Y or N)
Bibliographic Information
Ingham, R. r., Ingham, J. C., Bothe, A. K., Wang, Y., & Kilgo, M. (2015). Efficacy of the Modifying Phonation Intervals (MPI) Stuttering Treatment Program With Adults Who Stutter. American Journal Of Speech-Language Pathology, 24(2), 256-271. Y
Link
http://ajslp.pubs.asha.org/article.aspx?articleid=2108383
Annotation
The author discusses that a new program was being used for adults whom stutter. After reading the information used, the adult treatment programs are very similar out of the 27 adults who received the MPI treatment while the others received the prolonged speech treatment. The MPI treatment had a better treatment outcome even with the PST (prolonged speech treatment). After the treatments the adults had become fluent in normal speech and changed behaviors as a result of the treatment for stuttering.
Bibliographic Information
Dogg Helgadottir, F., Menzies, R. G., Onslow, M. m., Packman, A., & O’Brian, S. (2014). Safety Behaviors and Speech Treatment for Adults Who Stutter. Journal Of Speech, Language & Hearing Research, 57(4), 1308-1313.
N
Link
http://www.ncbi.nlm.nih.gov/pubmed/24687147
Annotation
The author shares research that patients with anxiety have a tendency to use safety behaviors when attempting to prevent negative outcomes. Evidence is shared that these behaviors contribute to the persistence of anxiety disorders. Safety behaviors have been prominent in the cognitive behavior therapy literature during the last decade, particularly with social phobia management. The author states that clinical psychologists and speech-language pathologists created a list of safety behaviors that might be used by adults during treatment for stuttering. Doing so the results showed SLPs commonly recommend safety behaviors during stuttering management. The source explains the frequency with which adults who receive stuttering treatment follow different clinician recommendations versus those who don’t.
Bibliographic Information
Eggers, K., De Nil, L. F., & Van den Bergh, B. H. (2009). Factorial Temperament Structure in Stuttering, Voice-Disordered, and Typically Developing Children. Journal Of Speech, Language & Hearing Research, 52(6), 1610-1622.
Y
Link
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=508115588&site=eds-live&scope=site
Annotation
The authors conducted a study to determine whether the Dutch behavior Questionnaire was identical for children who stutter, typically developing children, and children with vocal nodules. In doing so they used data from the questionnaire which was a variety of children from each group ages 3-11. By doing this the author found that The data confirms that although stuttering, voice-disordered, and typically developing children may differ quantitatively with regard to mean scores on temperament scales, they are similar in terms of their overall underlying temperament structure.
Bibliographic Information
Craig, A., Hancock, K., & Tran, M. (2003). Anxiety Levels in People Who Stutter: A Randomized Population Study. Journal Of Speech, Language & Hearing Research, 46(5), 1197-1206.
Y
Link
http://www.csun.edu/~ainslab/readings/Rimsky/Craig_2003_Anxiety%20levels%20in%20people%20who%20stutter.pdf
Annotation
The authors present a study investigating whether people who stutter are generally more anxious than people who do not stutter. One major methodological barrier to determining whether differences exist has been the type of stuttering sample used. They state at anxiety levels of those who stutter have mostly assessed people referred to stuttering therapy clinics, which is arguably a biased sample. The author shares a definite case of stuttering was based on a positive detection of stuttering from the tape and at least one of the corroborative questions supporting the diagnosis. After a survey of a total of 87 people where 63 participants were 15 years or older completed a trait anxiety questionnaire over the telephone, anxiety levels were significantly higher than levels generally found in society. This article would be great for its content and its data collected.
Bibliographic Information
Boyle
M. P. (2013). Assessment of stigma associated with stuttering: Development and evaluation of the Self-Stigma of Stuttering Scale (4S). Journal of Speech, Language, and Hearing Research, 56(5), 1517-1529.
Y
Link
http://jslhr.pubs.asha.org/article.aspx?articleid=1797289
Annotation
The author examines 291 adults who stutter from the Board Recognized Specialists in Fluency Disorders and the National Stuttering Association. They completed a web-based survey including an experimental scale called the Self-Stigma of Stuttering Scale, designed to measure different levels of self-stigma in people who stutter. In this study the experimental scale demonstrated acceptable reliability in internal consistency and temporal stability. The author shares that the analysis revealed underlying components supportive of a multidimensional model of stigma. Speech-language pathologists can identify the presence of self-stigma in their adult clients who stutter and help them to alter these beliefs. The author makes some interesting validation in which could be for such data collection.
Bibliographic Information
Howell, P., Davis, S., & Williams, R. (2008). Late Childhood Stuttering. Journal Of Speech, Language & Hearing Research, 51(3), 669-687.
Y
Link
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=508071740&site=eds-live&scope=site
Annotation
The author used data from the that examined factors that lead children who stutter at around age 8 years to persist in the disorder when they reach age 12 years which then carries on to anxiety as a late teen in high school. A range of measures was taken at the 2 age points, and measures were examined by recovery group. The author states although the tendency for more males than females to stutter was confirmed, the reasons for this tendency are not apparent for these speakers. Persistent and recovered speakers differed on temperamental performance at around age 8 years and performed differently on sensory and motor tasks at age 12+ years. Therefore, stuttering in late childhood affects mainly males. The later a child attends clinic, the longer he or she will stutter and it will affect them later in life.
Bibliographic Information
Prins, D., & Ingham, R. J. (2009). Evidence-Based Treatment and Stuttering—Historical Perspective. Journal Of Speech, Language & Hearing Research, 52(1), 254-263.
N
Link
https://www.researchgate.net/profile/Roger_Ingham/publication/23163646_Evidence-Based_Treatment_and_StutteringHistorical_Perspective/links/55aa0d8908aea3d08680521e.pdf
Annotation
The author examines the way in which both fluency shaping and stuttering management treatments for developmental stuttering in adults are evidence based. Both can be justified as evidence-based treatments, each treatment seeking evidence of a different kind: fluency shaping seeks evidence concerning treatment outcome, and stuttering management seeks evidence concerning the nature of the stutter event. The author shared although outcome evidence provides the principal support for fluency shaping, support for stuttering management comes principally from a cognitive learning model of defensive behavior as applied to the nature of the stutter event which can be a result of anxiety. It is argued that both strategies merit additional treatment efficacy study which would not be apparent for this study.
Bibliographic Information
Clark, C. c., Conture, E. G., Walden, T. A., & Lambert, W. E. (2015). Speech-Language Dissociations, Distractibility, and Childhood Stuttering. American Journal Of Speech-Language Pathology, 24(3), 480-503.
N
Link
http://etd.library.vanderbilt.edu/available/etd-07072014-213728/unrestricted/EderyClark.pdf
Annotation
The authors present a study investigating the relation among speech-language dissociations, attentional distractibility, and childhood stuttering. Participants were 82 preschool-age children who stutter and 120 who do not stutter. The authors conducted a study Behavioral Style Questionnaire Distractibility subscale that measured attentional distractibility. This study showed more preschool-age children who stutter exhibited speech-language dissociations compared with children who do not, and more boys exhibited dissociations compared with girls.
Bibliographic Information
Yaruss, J. j., Coleman, C. E., Quesal, R. W., & Conture, E. (2012). Stuttering in School-Age Children: A Comprehensive Approach to Treatment. Language, Speech & Hearing Services In Schools, 43(4), 536-548.
Y
Link
https://www.researchgate.net/profile/J_Yaruss/publication/232225435_Stuttering_in_School-Age_Children_A_Comprehensive_Approach_to_Treatment/links/5630fde908ae0530378cfd61.pdf
Annotation
The author examines data from a paper by the editor of Language, Speech, and Hearing Services in Schools that highlighted the need for research on treatment for stuttering in school-age children. This article addresses 3 themes: First, call for research because more evidence about treatment for children who stutter is certainly needed. Second, they provided an overview of recent literature, demonstrating that the majority of current treatments include strategies for helping children improve speech. Third, they present several strategies designed to help clinicians respond to the individual needs of children who stutter in a data-based, comprehensive manner that focuses on minimizing the adverse impact of stuttering on children’s educational endeavors, and on their lives as a whole. This article concluded the factors that contribute to the successful treatment of stuttering in school-age children, and evidence will continue to accumulate. This article can be used on the basis of what treatments are successful and which were not.
Bibliographic Information
Behnke, R. R., & Sawyer, C. R. (2001). Patterns of Psychological State Anxiety in Public Speaking as a Function of Anxiety Sensitivity. Communication Quarterly, 49(1), 84-94.
Y
Link
http://www.communicationcache.com/uploads/1/0/8/8/10887248/patterns_of_psychological_state_anxiety_in_public_speaking_as_a_function_of_anxiety_sensitivity.pdf
Annotation
The author examines research that indicates that, in physiological studies of public speaking anxiety demonstrating the importance of discovering the proper distinguished pattern for any given speaker. In the present study provided by the author, the general psychological anxiety pattern for public speakers was examined in order to attempt to discover if independent, patterns reside within the global pattern. A primary and a secondary pattern emerged in the workplace. These sub-patterns were significantly different from one another at all major moments or milestones of the experience. In a similar study, these patterns were identified by differing levels of anxiety sensitivity which can cause self-esteem issues as well as choosing the right career.
LDR-800 Literature Review Resources
Number Article Information Added to RefWorks? (Y or N)
Bibliographic Information
Scott, K. M. (2003). Exploring the Intragroup Conflict Constructs and Behaviors of African American Public School Children in an Inner-City Conflict Resolution Education (CRE) Program. Conflict Resolution Quarterly, 21(1), 95-113. Y
Link
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=11203985&site=ehost-live&scope=site
Annotation
In this article the author explains the consortium on negotiation and conflict resolution’s and conflict resolution in school’s program conducted a two-year study of inner-city African American public school children to discern any conflict constructs and behaviors that were apparent in the children’s intragroup interactions. This article presents findings of the CNCR study, including three emergent themes, fears of victimization, identity conflict, and core values, that were consistently apparent in the children’s demonstrations of intragroup conflict constructs and behaviors.
Bibliographic Information
Howey, K. R. (1999). Preparing Teachers for Inner City Schools. Theory Into Practice, 38(1), 31.
Y
Link
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=1679212&site=ehost-live&scope=site
Annotation
The author shares guidelines for the preparation of teachers for urban and especially inner city contexts. As well as background on the Urban Network for Improve Teacher Education (UNITE); the assumptions about teacher preparation; Rationale for programs designed specifically for teachers to succeed in inner city school settings. In addition it break down the description of attributes of programs preparing teachers for urban contexts.
Bibliographic Information
Wong, S. L. (2010). Schools Betrayed: Roots of Failure in Inner-City Education. Social Forces, 88(3), 1487-1488.
Y
Link
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=49094186&site=ehost-live&scope=site
Annotation
The author reviews the book Schools Betrayed which outlines the problems commonly associated with inner-city schools were not nearly as pervasive a century ago, when black children in most northern cities attended school alongside white children. The author uses her data to share her innovative history of race and urban education and the story of how and why these schools came to serve black children so much worse than their white counterparts.
Bibliographic Information
Blum, V. C. (1978). Quality Education for Inner-City Minorities: EDUCATION VOUCHERS. Vital Speeches Of The Day, 44(12), 362.
N
Link
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=9986387&site=ehost-live&scope=site
Annotation
The author states while the obstacles to advancing educational opportunity for children of color and the poor remain daunting, this is not a time for depression. The desire toward equality can be seen in many areas, in efforts to extend and improve Head Start and other preschool programs for poor children is not as high, in the eagerness of some communities to continue desegregation programs after their legal obligations have expired but is many occasions have failed to follow through. In addition to the obstacles to advancing education the article states there are specific legislative and litigation initiatives to provide children in high-poverty schools with well-qualified teachers and other key resources which in term mean there is not reason for such low scored as well as attendance in these neighborhood. There has to be additional causes.
Bibliographic Information
Mosle, S. (1991). SCENES FROM THE CLASS STRUGGLE. New Republic, 205(25), 24-33.
Y
Link
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=12082361&site=ehost-live&scope=site
Annotation
The author describes the experiences in teaching in an inner-city elementary school in New York City. In addition to experiences the author also talks about class size; Impression of inner-city students; interaction with students; observations on other teachers in the school; challenges faced in teaching in a public school and support provided by the teach for America program. With this information I could lay out different reason why change needs to be made for inner city children
Bibliographic Information
Margonis, F., & Parker, L. (1999). Choice: The Route to Community Control?. Theory Into Practice, 38(4), 203.
Y
Link https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=2516163&site=ehost-live&scope=site
Annotation
The author explains a program of research known as Fostering Communities of Learners. This program is in place in several schools and classrooms serving inner-city students from 6 to 12 years of age. Based on theoretical advances in cognitive and developmental psychology, the program is successful at improving both literacy skills and domain-area subject matter knowledge. The author uses their research and finds building on young children’s emergent strategic and metacognitive knowledge, together with their skeletal biological theories, the program leads children to discover the deep principles of the domain and to develop flexible learning and inquiry strategies of wide applicability.
Bibliographic Information
Gaskin, M., & Katzrnan, S. (1989). Career Education: Alive and Well in Urban America. Journal Of Career Development (Springer Science & Business Media B.V.), 15(4), 251-255.
Y
Link
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=16509246&site=ehost-live&scope=site
Annotation
In this article urban career education is examined in the United States. New York City school system attempts to respond to education needs by using educational reforms, career education programs offered to New York City students and business and education partnerships in St. Louis, Louisiana. There has been a lot of information collected on inner city children, their education, and ways to minimize dropout in NYC but what about the neighboring states.
Bibliographic Information
Bailey, S. K. (1971). EDUCATIONAL PLANNING: PURPOSES AND POWER. Public Administration Review, 31(3), 345-352.
Y
Link
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=4600405&site=ehost-live&scope=site
Annotation
Bibliographic Information
Butler, C. K. (2005). Success in the City. U.S. News & World Report, 139(12), 54-56.
Y
Link
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=18360071&site=ehost-live&scope=site
Annotation
The author focuses on the predominantly minority urban school district of Norfolk, Virginia. While questions have aroused why this disturbed urban school system is being praised for its academic gains reasons are outlined as the district’s turnaround, shifting the best teachers to the neediest schools as well as introducing a standard curriculum. Although I want to believe that the main focus sometimes is the budgets of the schools in this article, but its actual focus is the children. This article also points out it does indeed matter what the views of teachers and administrators are because that is what make the school districts and teach the children. There is a need to plan strategies used to improve student performance, doing that will enhance the possibility of them going to college.
Bibliographic Information
Blanchett, W. J., & Wynne, J. (2007). Reframing Urban Education Discourse: A Conversation With and for Teacher Educators. Theory Into Practice, 46(3), 187-193. doi:10.1080/00405840701401879 Y
Link
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=25685134&site=ehost-live&scope=site
Annotation
The author speaks about a conversation between two urban educators—one African American and one White. Not only the influence of race, but also the influence of personal and cultural histories on urban classrooms and colleges, unfold during their conversation. The author continues to provide important insights into the nature and significance of the work of urban education, the interview so to speak also demonstrates the need for, and examples of, multiple divergent voices in the struggle for practical and theoretical thinking in urban education to give direction to meaningful improvements. The question here is what works and what doesn’t, and what will be the outcome after improvements.
LDR-850 Literature Review Resources
Number Article Information Added to RefWorks? (Y or N)
Bibliographic Information
Astone, N. M., & McLanahan, S. S. (1994). Family structure, residential mobility, and school dropout: A research note. Demography, 31(4), 575-584. Y
Link
http://link.springer.com/article/10.2307/2061791
Annotation
The authors examined the connection between residential mobility amongst non-intact families such as stepfamilies and single-parent families and dropout in high school. The research established that more than 30 percent of school dropout between children from intact families and those from stepfamilies was attributed to high residential mobility witnessed in non-intact families during the school year. This article is useful since it shows how residential mobility is a major contributing factor in school dropout.
Bibliographic Information
Crane, J. (1991). The epidemic theory of ghettos and neighborhood effects on dropping out and teenage childbearing. American journal of Sociology, 1226-1259. Y
Link
http://www.uvm.edu/~pdodds/files/papers/others/everything/crane1991a.pdf
Annotation
The author hypothesizes that a decrease in the quality of a neighborhood causes a quick increase in the likelihood that a person will acquire a societal problem. Through analyzing how quality of neighborhood has an impact on teenage childbearing and dropping out, the author comes to the conclusion that worst neighborhoods in large cities are big menace to teens because they contribute to the increase in teenage childbearing and dropping out. This source is helpful for bringing to light the issue of neighborhood quality as a cause of school dropout amongst inner-city children.
Bibliographic Information
Bowditch, C. (1993). Getting rid of troublemakers: High school disciplinary procedures and the production of dropouts. Social Problems, 40(4), 493-509. Y
Link
http://socpro.oxfordjournals.org/content/40/4/493.abstract
Annotation
The author scrutinizes the custom disciplinary measures practiced in inner-city high school and how such procedures cause student to drop out of school. Through analyzing school procedures and policies such as involuntary “drops”, transfers, and suspensions used by schools to eliminate students they consider as “troublemakers”, the author found out that such measures expose students to dropping out of school. This definitely is an example of a system through which learning institutions bring about class and racial stratification in society.
Bibliographic Information
Bryk, A. S., & Thum, Y. M. (1989). The effects of high school organization on dropping out: An exploratory investigation. American Educational research journal, 26(3), 353-383. Y
Link
https://www.researchgate.net/profile/Yeow_Thum2/publication/252789129_The_Effects_of_High_School_Organization_on_Dropping_Out_An_Exploratory_Investigation/links/0c96053c3efa986518000000.pdf
Annotation
The author conducted research to find out the impact of normative and structural school organization on dropout rates. Using subsample of 160 schools and 4,450 students from the High School and Beyond database, the authors applied Hierarchical Linear Modeling analytic technique to assess the effect school organization on the correlation among learner characteristics, absenteeism, and dropping out. The results showed that school organizational factors such as academic emphasis, an organized environment and dedicated faculty were major determinants in rate of school dropout.
Bibliographic Information
McCaul, E. J., Donaldson Jr, G. A., Coladarci, T., & Davis, W. E. (1992). Consequences of dropping out of school: Findings from high school and beyond. The Journal of Educational Research, 85(4), 198-207. Y
Link
https://umaine.edu/edhd/wp-content/uploads/sites/54/2010/03/McCaul-et-al.-1992.pdf
Annotation
The authors presented a study looking into the economic, social and personal consequences of dropping out of school. Using the High School and Beyond database, the authors examined the experiences of high school graduates and dropouts with respect to aspects such as number of jobs, periods of unemployment, salary of current job, work satisfaction, social/political participation measures, alcohol use and self esteem. The study results reveal that dropouts usually suffer negatively where for instance, male dropouts drunk considerably more alcohol than graduates and that dropouts were less probable to contribute in political discussions or even vote. This article is exceptionally useful in highlighting the consequences of dropping out of school.
Bibliographic Information
Finn, J. D. (1989). Withdrawing from school. Review of educational research,59(2), 117-142. Y
Link
https://www.semanticscholar.org/paper/Withdrawing-from-School-Finn/221eec4c94a3484f6a025d2477b65f00c481c541/pdf
Annotation
The author presented a new outlook on the issue of school drop out by hypothesizing that dropping out of school can be seen as a developmental process, which may perhaps start in the initial grades of a student. Using the frustration-self-esteem model and participation-identification model, the author discusses how school failure as well as lack of participation in school-related activities leads to deleterious consequences such as dropping out of school.
Bibliographic Information
Goldschmidt, P., & Wang, J. (1999). When can schools affect dropout behavior? A longitudinal multilevel analysis. American Educational Research Journal, 36(4), 715-738. Y
Link
http://aer.sagepub.com/content/36/4/715.short
Annotation
The authors conducted a longitudinal multilevel analysis by using the National Educational Longitudinal Study database to look at school and student factors linked with learners dropping out in different grades. Applying hierarchical logistic model, the authors discovered that student risk factors were responsible in early and late school dropout whereas characteristics of families affected late dropout of students. Moreover, the authors established that school factors were responsible for roughly 2/3 of the disparities in mean rates of school dropouts.
Bibliographic Information
McNeal Jr, R. B. (1997). High school dropouts: A closer examination of school effects. Social Science Quarterly, 78(1), 209-222. Y
Link
http://www.jstor.org/stable/42863687?seq=1#page_scan_tab_contents
Annotation
The author conceptualizes that certain school structure, social milieu and school organization have an influence on the possibility of a student dropping out of school. Using High School and Beyond data and applying confirmatory factor analysis together with hierarchical logistic regression, the author came to the conclusion that social setting with respect to minorities percentages and pupil/teacher ratio notably influence a student’s chances of dropping out. This article further highlights on the causes of school dropout.
Bibliographic Information
Pong, S. L., & Ju, D. B. (2000). The effects of change in family structure and income on dropping out of middle and high school. Journal of Family Issues, 21(2), 147-169. Y
Link
http://jfi.sagepub.com/content/21/2/147.short
Annotation
The authors hypothesized that changes in family structure and income had drastic effect on school dropout. Through using a longitudinal sample of eighth graders and following their families for 4 years since 1988, the author was able to establish that change in family structure and income were noteworthy contributors of children dropping out of school.
Bibliographic Information
Rumberger, R. W. (1983). Dropping out of high school: The influence of race, sex, and family background. American Educational Research Journal, 20(2), 199-220. Y
Link
http://aer.sagepub.com/content/20/2/199.short
Annotation
The author investigates the underlying factors such as family background, race and sex that influence children’s decision to drop out of school. Using a multivariate model on data obtained from a 1979 national sample of youth aged 14 to 21 years; the author reveals that reasons to leave school differ widely with respect to sex, race and family background. For instance, the study showed that men were more likely to drop out of school in search of jobs while women dropped out due to pregnancy. This article is important in showing how family background, sex and race influence students into dropping out of school.
Literature Review Resources
Topic: Strategies inner-city educators implement to involve low income parents into the school setting.
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