Archambault Isabelle, Janosz Michel, Dupéré Véronique, Brault Marie-Christine, Andrew Marie Mc
School of Psychoeducation, University of Montreal, Quebec, Canada.
Department of Social Sciences and Humanities, University of Quebec at Chicoutimi, Quebec, Canada.
Br J Educ Psychol. 2017 Sep;87(3):456-477. doi: 10.1111/bjep.12159. Epub 2017 Apr 28.
In most Western countries, the individual, social, and family characteristics associated with students' dropout in the general population are well documented. Yet, there is a lack of large-scale studies to establish whether these characteristics have the same influence for students with an immigrant background.
The first aim of this study was to assess the differences between first-, second-, and third-generation-plus students in terms of the individual, social, and family factors associated with school dropout. Next, we examined the differential associations between these individual, social, and family factors and high school dropout as a function of students' immigration status.
Participants were 2291 students (54.7% with an immigrant background) from ten low-SES schools in Montreal (Quebec, Canada).
Individual, social, and family predictors were self-reported by students in secondary one (mean age = 12.34 years), while school dropout status was obtained five or 6 years after students were expected to graduate.
Results of logistic regressions with multiple group latent class models showed that first- and second-generation students faced more economic adversity than third-generation-plus students and that they differed from each other and with their native peers in terms of individual, social, and family risk factors. Moreover, 40% of the risk factors considered in this study were differentially associated with first-, second-, and third-generation-plus students' failure to graduate from high school.
These results provide insights on immigrant and non-immigrant inner cities' students experiences related to school dropout. The implications of these findings are discussed.
在大多数西方国家，与普通人群中学生辍学相关的个人、社会和家庭特征已有详尽记录。然而，缺乏大规模研究来确定这些特征对有移民背景的学生是否具有相同影响。
本研究的首要目的是评估第一代、第二代和第三代及以上学生在与辍学相关的个人、社会和家庭因素方面的差异。接下来，我们考察了这些个人、社会和家庭因素与高中辍学之间因学生移民身份不同而产生的差异关联。
参与者是来自加拿大魁北克省蒙特利尔市十所低社会经济地位学校的2291名学生（54.7%有移民背景）。
个人、社会和家庭预测因素由初一学生（平均年龄 = 12.34岁）自我报告，而辍学状态在学生预计毕业五或六年之后获取。
多组潜在类别模型的逻辑回归结果显示，第一代和第二代学生比第三代及以上学生面临更多经济困境，并且他们在个人、社会和家庭风险因素方面与本土同龄人以及彼此之间存在差异。此外，本研究中所考虑的40%的风险因素与第一代、第二代和第三代及以上学生未能高中毕业存在差异关联。
这些结果为移民和非移民内城学生与辍学相关的经历提供了见解。讨论了这些发现的意义。
