Social Concerns of High School Dropouts in the United States

The United States has a broad spectrum of social problems. Social problems affect a large group of people originating from the individual and diffusing to their primary circle of immediate family members to friends, colleagues, and the community at large. Examples of specific social concerns are crime, gender, race, and education. At times, these social problems interrelate, as one issue is the cause of the other. For instance, a high school dropout is projected to earn a low income compared to individuals with a higher academic degree. Consequently, the individual is more likely to consider destructive means of earning a greater income. Such alternatives might lead to committing crimes, such as drug dealing and robbery. Identifying the indicators and causes of high school dropouts and understanding its social implications emphasizes the importance of positive role interventions. Specifically, this research study will provide statistical data, causes and indicators of dropouts, and its social consequences.

Statistical Analysis

High school dropout rates were recently calculated based on students who were not registered in a high school institution and students who should have earned their high school diploma; yet, had not. Over three million adolescents and young adults between the ages of sixteen and twenty-four were not enrolled in high school and had not received their diploma (Kendall, 2013, 349). Studies were conducted to evaluate the possibility of a significant difference in high school dropouts between gender, race, and ethnicity. Results exposed a higher rate of high school dropouts in males than females. Specifically, males resulted in 9.1 percent while females resulted in a seven percent. Of the approximately three million high school dropouts, 17.6 percent were of Hispanic ethnicity while American/Indian/Alaskan natives resulted in a 13.2 percent. Furthermore, African Americans resulted in a higher dropout percentage than people of white race by 9.3 compared to 5.2.

Causes and Indicators for High School Dropouts

The causes that lead to high school dropouts have been studied and examined by scholars and social scientists through research methodologies and case studies involving schools and students. Oftentimes scholars utilize previous tests of high school dropouts as a basis to further investigate the subject. Moreover, some academic researchers have utilized both of these methods as a mixed methods study approach to examine the specific factors that contribute to high dropout rates and their practical implications on the lives of students. As a result of a research literature review completed in 2008 and published at Harvard University Press, Rumberger specified four categories that affected the academic progress in high school students (2011, 159). The four categories were “educational performance, behaviors, attitudes, and background” (Rumberger, 2011, 160). These predictors show that the causes of high school dropouts are composed of internal and external factors. The behaviors and attitudes represent the internal factors while educational performance and background represent external factors. Similarly, internal and external factors can be viewed as interconnecting contributors, as behaviors and attitudes exhibited in the student’s academic performances can be associated with a background of immediate family members who never graduated high school and/or expressed interest of the importance of academic accomplishment.

Out of the four predictors aforementioned, educational performance might be the strongest prognosticator of a potential high school dropout. As Rumberger’s literature studies presents, tangible examples of this particular predictor are “failed courses, retention, poor grades and test scores, and student mobility,” most importantly, in the ninth grade (2011, 160). The ninth-grade year is typically the first year of high school for most students. Usually, students transition from middle to high school and experience a new dimension of social, psychological, and physical changes that is more likely to affect the student in a positive or negative aspect.

To differentiate between the various reasons that cause students to drop out of high school, this study will also focus on specific and individual factors that are more likely to embolden students to resign their academic studies. Such factors are related to the child and family members. For instance, individual factors are resembled through “low grades, poor daily attendance, misbehavior, and feelings of social alienation” (Franklin, Harris, & Meares, 2008, 36). Additionally, factors deriving from the student’s family are the “lack of parental involvement with the child’s classes, permissive parenting styles, negative emotional reactions and punishment for poor grades” (Franklin et al., 2008, 36). These factors can easily be associated with each other. For instance, the student might be receiving low grades due to the lack of parental involvement in the child’s schooling.

Social Consequences

Criminologists and educators believe lower crime rates are associated with an increase in academic achievements. Specifically, experts believe that if students would at least earn a high school degree, a more promising and productive future is more probable. Conversely, students who drop out of high school are more at risk of engaging in criminal activities, which results in massive social costs. According to previous research indications, results revealed that students who drop out of high school engaged in more delinquent behaviors that those who completed their high school academic courses (Elrod & Ryder, 2011, 64). Contrarily, the same research discovered that the crime involvement of the student dropouts decreased after they terminated their high school education, as oppose to their illegal activities during high school (Elrod & Ryder, 2011, 64). Due to these research results, the associations between high school dropouts revealing a significant correlation to criminal behavior has received conflicting and opposing views.

High school dropouts experience psychological and sociological consequences. According to the research presented by Elrod and Ryder, students tend to regret dropping out of high school (2011, 64). Consequently, individuals who fail to complete the minimum education of a high school degree tend to experience negative social emotions, such as self-dissatisfaction, un-fulfillment, and a lack of self-efficacy. As a result, these individuals are at a higher risk of isolating themselves from the community and civic engagement. This detachment from productive social groups is more likely to result in negative sociological and psychological consequences, such as anxiety and depression. Long term consequences might result in negative behaviors, such as substance abuse or the use of alcohol.

In addition to the social implications of high school dropouts previously stated, dropping out also places a financial burden in the immediate community and the government. Individuals without at least a high school degree have a high probability of earning a low income that will barely meet the needs for survival. High school dropouts result in an annual cost to society of $1,510 in contrast to high school graduates, with a yearly contribution of $5,000 (Ahmed-Ullah, 2011, 1). Subsequently, such people tend to require economic assistance from the government, such as food stamps, SNAP, cash assistance and unemployment compensation.

Suggestions

Sociologists recommend identifying students that are at risk of dropping out of high school. Through the use of the indicators discussed at the initiation of this study, sociologists suggest targeting each individual based on the deficiency revealed through their behaviors. Dropout prevention programs are also recommended. The assessments will focus on “academic, behavioral, cognitive, and psychological engagement” (Martin, 2011, 383). Additionally, interventions involving several modules to approach specific personal characteristics, such as morals, perspectives, and contextual characteristics, such as the student’s immediate social circle, will be implemented (Martin, 2011, 384). Approaching at risk students through a well-rounded strategic plan targeting several social components is more likely to yield positive indelible results. People that constitute the child’s social circle, such as household members and educators are crucial for the execution of such social intervention. Specifically, because social, psychological, and family problems are more likely to occur simultaneously and serve as a strong indicator to discourage students from completing their secondary academic courses (Franklin et al., 2008, 35). The interventions stated in this section require a quick implementation and results, given the time allotted for the completion of high school.

Conclusion and Discussion

This research study was focused on recognizing the indicators and causes of high school dropouts. Additionally, this paper contained social implications and the importance of positive interventions on high school dropouts. The statistical data revealed that males were more likely to drop out of high school, than females. With regards to nationality, Hispanics had the highest dropout percentage of 17.6 percent while those of white race resulted in the lowest dropout rate of 5.2 percent. The four categories of social indicators presented were educational, behavioral, and background. Previous research studies revealed the possibility of an association between high school dropouts and the increase in criminal statistics. Finally, social scientists have implemented a multi-component approach to directly assess at-risk students on an academic, social and psychological level.

Works Cited

Ahmed-Ullah, Noreen S.. "Study details societal ramifications for high school dropouts." Chicago Tribune 7 Dec. 2011, sec. News: 1. Chicago Tribune.

Elrod, Preston, and R. Scott Ryder. "Theory and research." Juvenile justice: a social, historical, and legal perspective. 3rd ed. Sudbury, Mass.: Jones and Bartlett Publishers, 2011. 64-66.

Franklin, Cynthia, Mary Beth Harris, and Paula Meares. "Solution focused, brief therapy interventions for students at risk to drop out." The school practitioner's concise companion to preventing dropout and attendance problems. Oxford: Oxford University Press, 2008. 35-36.

Kendall, Diana. "Education and religion." Study guide for sociology in our times by Kendall, Diana, ISBN 9781133957171. S.l.: Content Technologies, Inc, 2013. 349.

Martin, John Levi. "Effective approaches to increase student engagement." The explanation of social action. Oxford; New York: Oxford University Press, 2011. 383-384.

Rumberger, Russell W.. "Predictors of dropping out." Dropping out: why students drop out of high school and what can be done about it. Cambridge, Mass.: Harvard University Press, 2011. 159-161.