withdrawing from school（退出学校）.pdfVIP

Review of Educational Research Summer 1989, Vol. 59, No. 2, pp. 117-142 Withdrawing From School Jeremy D. Finn State University of New York at Buffalo and Stanford University Research on dropping out of school has focused on characteristics of the individual or institution that correlate with the dropout decision. Many of these characteristics are nonmanipulable, and all are measured at one point in time, late in the youngsters school career. This paper describes two models for understanding dropping out as a developmental process that may begin in the earliest grades. The frustration-self-esteem model has been used for years in the study of juvenile delinquency; it identifies school failure as the starting point in a cycle that may culminate in the students rejecting, or being rejected by, the school. The participa- tion-identification model focuses on students involvement in schooling, “ with both behavioral and emotional components. According to this formulation, the likelihood that a youngster will successfully complete 12 years of schooling is maximized if he or she maintains multiple, expanding forms of participation in school-relevant activities. The failure of a youngster to participate in school and class activities, or to develop a sense of identification with school, may have significant deleterious consequences. The ability to manipulate modes of participation poses promising avenues for further research as well as for intervention efforts. The problem of school dropout has become so