School Dropouts and Delinquent Behavior in Three Ethnic Groups in Chicago - A Case Study

• NCJ Number: 75303
• Journal: Sociologus Volume: 26 Issue: 2 Dated: (1976) Pages: 162-170
• Author(s): S I Miller
• Date Published: 1976
• Length: 9 pages
• Publication Format: Article
• Language: English
• Country: United Kingdom

Annotation

This exploratory study related variables to the phenomena of 'dropping out' of high school for three ethnic groups in Chicago and the possibility that this action may set the stage for future patterns of delinquency.

Abstract

A sample of 771 persons who had dropped out during the 1971-1972 school year was interviewed by a questionnaire consisting of 38 questions divided into 3 parts: background data, reason for leaving school, and factors which might encourage them to return to school. The sample was comprised of blacks (58 percent), whites (21 percent), and latins (21 percent). A chi square test was used to test for significance. While the study generally supported the hypothesis that a relationship exists between ethnicity and school and family variables, the results were mixed for the various groups. Black dropouts were more sensitive to and influenced by school and family-related variables. They gave more weight to such factors as teachers not teaching, teacher-student conflicts, failing grades, truancy and cutting, gang problems, and job training. In addition, lack of family insistence to stay in school, lack of teacher concern, and the failure of schools to encourage ethnic pride were important to them. For the white group, the reasons for dropping out were lack of teacher concern and respect, disinterest in school work, money problems, and lack of job training. A lack of freedom in choosing school lessons and a lack of parental concern about their education were also significant. The latin dropouts were influenced by a lack of teacher concern and respect, money problems, of job training, family insistence to stay in school but lack of parental interest, and a lack of bilingual and bicultural staffs in schools. For all groups, the findings also indicated that the role of school may be a prime factor in channeling lower class youth into delinquent behavior patterns. Data tables and footnotes are included.