Self-Esteem and its Consequences

School dropout remains a problem with long-term effects on economic opportunities for the individual and society and reasons for dropout need to be determined. Dropout rates were estimated at 8.9% for White Non-Hispanics, 35.3% for Mexican Americans, and 13.6% for African Americans. It has also been shown that compared to the overall national dropout rate of around 12%, students with learning disabilities have dropout rates that range from 17% to 42% and those with emotional or behavioral disorders have dropout rates that range from 21% to 64% (Davalos, Chavez, & Guardiola, 1999; Harvey, 2001; Scanlon & Mellard, 2002). The question as to why students dropout has led to the examination of many factors which include school perceptions and academic identification. These factors may be influenced by individual self-esteem (Bavalos, Chavez, & Guardiola, 1999; Griffin, 2002). Self-esteem levels may be a factor associated with school perceptions and academic identification that ultimately lead to school dropout. The effect of peer, home, and school self-esteem on student academic identification and school perceptions needs to be investigated to more fully understand why students drop out of school.

Previous research findings have shown that students drop out of school for many reasons. The top ten reason

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y defined as the student's self-report rating of their feelings of being alienated from school, as identified by the Information Questionnaire. Dropout Tendency. For this study, dropout tendency is operationally defined as the student's self-report rating of their feels regarding their probability for dropping out of school, as identified by the Information Questionnaire. Self-esteem. For this study, self-esteem is operationally defined by the items on the HARE Self-Esteem Scale (HSS), which relate to peer, home, and school self-esteem. At-risk For Dropout Students. For this study, at-risk for dropout students is operationally defined as those students with a history of absenteeism or truancy, as identified by school records. II. Statement of the Problem Empirical Claim Findings from the Oregon Department of Education showed that students who dropped out of schools listed many reasons, but in actuality, there was a cumulative process based on unsuccessful school experiences and feelings of being alienated from school (Martin, Tobin, & Sugai, 2002). Normative Claim Currently enrolled high school at-risk for dropout students will report levels of peer, home, and school self-esteem that are correlated with report
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Approximate Word count = 2015
Approximate Pages = 8 (250 words per page)

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