Student Transition to High School and Persistence: Highlighting the Influences of Social Divisions and School Contingencies
Student Transition to High School and Persistence: Highlighting the Influences of Social Divisions and School Contingencies
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学生向高中的过渡和坚持：强调社会分歧和学校突发事件的影响
DOI：
10.1086/500715
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发表时间：
2006
影响因子：
2.5
通讯作者：
Rochelle Mahoe
中科院分区：
文献类型：
--
作者：
R. Heck;Rochelle Mahoe
尽管对学生高中辍学原因的解释多年来引起了相当大的关注（通常集中在他们的缺陷或背景风险上），但研究人员最近将注意力转向了学校环境、结构和实践可能影响学生成功过渡到高中并最终毕业的方式。在本文中，我们提供了一项多层次纵向研究的结果，该研究描述了个人、他们的社会群体（社会阶层、种族-民族）和学校的组织特征如何以影响学生获得文凭可能性的方式相互交叉。
Although explanations for why students drop out of high school have drawn considerable attention for many years (often focusing on their deficits or background risks), researchers have recently turned their attention to ways in which school environments, structures, and practices may influence students’ successful transition to high school and eventual graduation. In this article, we provide results from a multilevel, longitudinal study describing how individuals, their social groupings (social class, race‐ethnicity), and organizational features of schools intersect in ways that have consequences for students’ likelihood for receiving diplomas.