IndexSociological theories of school dropout IntroductionCauses of school dropout/dropoutCase study on school dropout in adults with learning disabilitiesConclusionSociological theories of school dropoutThis essay will discuss some of the current sociological theories on the causes of truancy and school dropout among adolescents, as well as presenting a case study on one of these dropouts. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay IntroductionThroughout history, education has been considered one of the criteria for social improvement. It was mainly boys who were sent to school, and especially boys from the upper classes. Education has always been something desirable and therefore it is almost inconceivable that, in an age where free and quality education is available to all, there are those who not only do not avail themselves of the opportunity, but even drop out studies. school. As these rates continue to increase significantly, it is important that the causes of truancy and school dropout are understood so that measures can be implemented to prevent such events in the future. Causes of Truancy/School Dropout Over the last quarter century, there have been numerous cross-sectional studies that have repeatedly demonstrated that family background, school experience, antisocial behavior, and personal traits are reliable predictors of school dropout (Bachman et al. 1971; Cairns et al. 1989; Ekstrom et al. 1986; low socioeconomic status (SES), family numerous, other dropouts in the family, etc.; Astone and Mclanahan 1991; Boys drop out more frequently than girls and tend to be ethnic minorities (Rumberger 1987). However, data based on ethnicity are not entirely consistent, for example, some researchers have found that African or Hispanic Americans are more likely to drop out of school al. 1989; Ensminger and Sluarcik 1992), while other studies have indicated that there is no particular tendency for any ethnic minority to drop out of school. when socioeconomic variables are controlled (Cairns et al. 1989; Rumberger 1983). There have also been studies focused on family processes that have indicated that dropouts come more frequently from families characterized by a lack of supervision, a permissive parenting style, low aspirations regarding their children's school education, and negative reactions to poor academic performance (Astone and Mclanahan 1991; Ekstrom et al. 1986; McCombs and Forehand 1989; Rumberger 1990; Steinberger et al. 1989). Another variable that is quite consistent in predicting dropout is the negativity of the school experience. Dropouts tend to have a history of poor grades, grade retention, low academic motivation or aspirations, truancy, problem behavior in school, poor relationships with other students and teachers, and less involvement in extracurricular activities (Bachman et al. 1971; Cairns et al. 1989;Ekstrom et al. 1983; Dropouts use more illegal drugs and have more deviant or (potential) dropout friends (Cairns et al. 1989; Ekstrom et al. 1986; Elliot et al. 1974; Fagan and Pabon 1990; 1985; Rumberger 1983). The futuresDropouts also tend to have a less positive self-perception, lower self-confidence, and a more external locus of control (Bachman et al. 1971; Ekstrom et al. 1986; Rumberger 1983; Wehlage and Rutter 1986). While each of these variables separately predicts dropping out of school, not all do so equally. Several studies have examined the correlation of predictors of dropping out of school with prospective longitudinal samples, and school, behavioral, and family factors are the most often reported predictors of dropping out of school. Elliot and Voss (1974) reported that academic achievement and commitment were the most powerful predictors, whereas family background variables did not contribute to the prediction. Bachman et al. (1971) found that school problem behavior, academic achievement, and negative attitudes toward school were the best predictors of dropping out of school, followed by intellectual ability and indicators of family background. In Cairns et al. (1989), grade retention, low achievement, aggression, and socioeconomic status were the best predictors. Ekstrom et al. (1986) demonstrated that verbal skills, supervision, and family support influence academic achievement and problem behaviors, which, in turn, are the best predictors of dropping out of school. Finally, Wehlage and Rutter (1986) identified educational aspirations, achievement, and socioeconomic status as the best predictors. Although these studies tend to show a slight preference for school variables as the most significant determinants, it is difficult to conclude whether school or family factors are the best set of predictors. Identifying accurate risk factors and predictors is essential for prevention programs, especially for secondary prevention focused on students who show signs of the trend. Accurate and cost-effective screening of potential dropouts requires knowledge of how many and which indicators need to be taken into account. Case Study of School Dropout in Adults with Learning Difficulties Lichtenstein (1993) presented four case studies of adults with learning difficulties who dropped out of school. One such case is that of Marsha, an 18-year-old young woman who left school in the middle of her second year at age 16 to work full time. According to her English teacher, Marsha is “shy and usually does not warm to people until she has known them for several weeks” (Lichtenstein 1993). He lives at home with his mother and younger sister (7th grade). After dropping out of school, Marsha took two jobs, one in a jewelry store and the other part-time as a catering assistant. His manager indicated that he could perform well in his position if he brushed up on his math skills. Marsha does not remember studying math or science while in high school. He failed three of his five courses in each of the two years before leaving school. Marsha's mother reported frustration with her inability to help her daughter with homework or studies due to a "lack of understanding of the subjects." Marsha has no interest in returning to school and feels that school makes her feel stupid and like a child. It was established that Marsha was learning disabled, but there was no evidence that she had ever been involved in a formal vocational assessment. During the two years of interviews, Marsha kept her job at the jewelry store and eventually moved in with her boyfriend. She said the only time she felt learning disabled was in school; her job made her feel like everyone else.