Preventing Excess Female School Drop Out in Mozambique: Conditional Transfers and the Respective Role of Parent and Child in Schooling Decisions

2016 ◽  
Author(s):  
Damien de Walque ◽  
Christine Valente
Keyword(s):  
Drop Out ◽  
Schooling Decisions ◽  
Respective Role ◽  
School Drop Out

Predicting family poverty and other disadvantaged conditions for child rearing from childhood aggression and social withdrawal: A 30-year longitudinal study

2010 ◽  
Vol 35 (2) ◽  
pp. 97-106 ◽  
Author(s):  
Lisa A. Serbin ◽  
Caroline E. Temcheff ◽  
Jessica M. Cooperman ◽  
Dale M. Stack ◽  
Jane Ledingham ◽  
...  
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
Social Withdrawal ◽  
Childhood Aggression ◽  
Drop Out ◽  
Child Rearing ◽  
Parental Absence ◽  
Early Parenthood ◽  
School Drop Out ◽  
High School Drop Out

This 30-year longitudinal study examined pathways from problematic childhood behavior patterns to future disadvantaged conditions for family environment and child rearing in adulthood. Participants were mothers (n = 328) and fathers (n = 222) with lower income backgrounds participating in the ongoing Concordia Longitudinal Risk Project. Structural Equation Modeling was used to examine pathways from childhood aggression and social withdrawal to future high school drop-out, early parenthood, parental absence, and family poverty after the participants became parents. Childhood aggression directly predicted early parenthood and parental absence in both mothers’ and fathers’ models, and high school drop-out for the fathers (for the mothers, this path was indirect via achievement in primary school). Childhood aggression predicted family poverty indirectly, with some gender differences in significant pathways.

WHY IS THE SCHOOL DROP-OUT RATE SO HIGH?

PEDIATRICS ◽  
1989 ◽  
Vol 83 (3) ◽  
pp. 336-336
Author(s):  
Student
Keyword(s):  
High School ◽  
Self Esteem ◽  
Drop Out ◽  
Fifth Grade ◽  
Drop Out Rate ◽  
School Drop Out ◽  
Positive Statements ◽  
Negative Statements ◽  
Years Of Schooling

Eighty percent of students entering school feel good about themselves and who they are. By the fifth grade only 20 percent have high self-esteem. By the time students become seniors in high school, the percentage who have managed to keep a positive level of self-esteem has dropped to 5 percent. Students encounter the equivalent of 60 days each year reprimanding, nagging and punishment. During 12 years of schooling a student is subject to 15,000 negative statements. That's three times the amount of positive statements received.

LGBTQ Education Policy

2021 ◽  
Author(s):  
Elizabethe Payne ◽  
Melissa Smith
Keyword(s):  
Education Policy ◽  
Sex Education ◽  
School Discipline ◽  
Drop Out ◽  
Student Experiences ◽  
Federal State ◽  
Educational Success ◽  
School Drop Out ◽  
Self Harm ◽  
Gender Based

LGBTQ education policy includes federal, state, district, or school policies that specifically name lesbian, gay, bisexual, transgender, and/or queer students and families, or those that include gender identity and sexual orientation among enumerated protected categories. Significant areas of LGBTQ education policy include antibullying, antidiscrimination, school discipline, sex education, teacher education, parental notification, gender-aligned facility access, and inclusive curricula. Policies explicitly addressing LGBTQ student experiences are most often written and enacted to address bullying, gender-based targeting, and other safety threats that may lead to school drop-out, self-harm, or other risk outcomes. An ongoing and pressing concern is the dangers and limitations of relying on deficit and risk discourses to create policies that are intended to ease LGBTQ youth paths to educational success.

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