Profiles of Canadian postsecondary education dropouts
SOURCE: Alberta Journal of Educational Research
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2013
TITLE AUTHOR(S): X.Ma, G.Frempong
KEYWORDS: CANADA, SCHOOL CHILDREN, SECONDARY EDUCATION
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 8199
HANDLE: 20.500.11910/2451
URI: http://hdl.handle.net/20.500.11910/2451
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2013
TITLE AUTHOR(S): X.Ma, G.Frempong
KEYWORDS: CANADA, SCHOOL CHILDREN, SECONDARY EDUCATION
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 8199
HANDLE: 20.500.11910/2451
URI: http://hdl.handle.net/20.500.11910/2451
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Using longitudinal data of 18- to 20-year-old youths from the Youth in Transition Survey (YITS), the present analysis identified and profiled Canadian postsecondary education dropouts based on the theoretical framework of Tinto (1993). Pertaining to characteristics of pre-postsecondary education conditions, dropouts tended to be male, set low postsecondary education goals, and have a history of dropping out and drug abuse in high school. Pertaining to characteristics of postsecondary education integration, dropouts demonstrated a first-year postsecondary education GPA of 60% or lower, an avoidance of volunteering on campus, and a lack of personal connections on campus. In addition, dropouts have previously contemplated quitting, have low sense of belonging, rely on social assistance, have neither institutional scholarships nor parental loans, are married, and are pursuing postsecondary programs in trade schools or technical schools. Integration into postsecondary education is far more critical to student attrition than pre-postsecondary education conditions.-
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