NCJ Number
122322
Journal
Youth and Society Volume: 21 Issue: 3 Dated: (March 1990) Pages: 306-354
Date Published
1990
Length
49 pages
Annotation
Patterns of substance use and delinquency among students as school dropouts in six inner-city neighborhoods are compared; if substance use and delinquency are associated with school dropout, models distinguishing dropouts and students will be enhanced, but as such behaviors are part of a general pattern of deviance among inner-city adolescents, the contribution to explanations of school dropout will be insignificant.
Abstract
The theoretical model for this study proposes that the social bond is strengthened or weakened through socialization experiences in the family, school, peer groups, and the community and that this process impacts on the issue of "dropout status." The lack of opportunities in school, prosocial activities, and interaction with prosocial others increases the vulnerability of the at-risk child for dropping out. Although dropouts exhibit more frequent and serious substance use than students, patterns of deviant behavior vary according to the reasons for leaving school and the extent of other social and personal problems. The samples included 200 student surveys and 50 dropout surveys from each neighborhood, with two iterations. Ethnographic samples of dropouts were recruited from chain referral methods, initiated through local social service agencies or community-based organizations to recruit dropouts from known at-risk populations. The survey schedule included demographic items, self-reported delinquency and drug use/sales measures, victimization items, and measures tapping social learning and control variables. Dropouts were asked their reasons for leaving school, their school experiences, and the pressures and support they received from family and community. Although substance use and delinquency are more frequent behaviors among school dropouts than students, this appears to be only a spurious relationship; an integration of social control, social learning, and strain theories provides a valid explanation for dropouts. Results differ slightly for race-specific models but were strong overall for the six models. Influences external to the school environment appear to contribute to inner-city dropout. All the dropouts exhibited weak family support systems and isolation from social networks. The findings suggest that a response to risk indicators for dropouts should cover a diversity of school and other problems; schools need to broaden their role in the lives of students outside the classroom. Organizational strategies should encourage interaction between schools and other social institutions and provide economic incentives for education. Various avenues of future research are recommended. 6 tables, 3 appendixes, 17 notes, 87 references.