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Examining school dropout among rural youth in Honduras: Evidence from a mixed-methods longitudinal study

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  • Murphy-Graham, Erin
  • Pacheco Montoya, Diana
  • Cohen, Alison K.
  • Valencia Lopez, Enrique

Abstract

This study uses longitudinal mixed methods data to examine patterns of dropout among a cohort of 1305 Honduran rural youth from the time they were in 6th grade to the age of 20. Based on our analysis of household and student surveys and in-depth interviews, we find that dropout is a major problem, particularly during transition years and during the first year of upper secondary education. Dropout results from the accumulation of push and pull factors that lead students to question whether it is worthwhile to stay enrolled, as they lack opportunities to convert their schooling into valued outcomes.

Suggested Citation

  • Murphy-Graham, Erin & Pacheco Montoya, Diana & Cohen, Alison K. & Valencia Lopez, Enrique, 2021. "Examining school dropout among rural youth in Honduras: Evidence from a mixed-methods longitudinal study," International Journal of Educational Development, Elsevier, vol. 82(C).
    • Handle: RePEc:eee:injoed:v:82:y:2021:i:c:s0738059320304880
    DOI: 10.1016/j.ijedudev.2020.102329
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    References listed on IDEAS

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    1. Alcaraz, Melissa, 2020. "Beyond Financial Resources: The Role of Parents’ Education in Predicting Children’s Educational Persistence in Mexico," International Journal of Educational Development, Elsevier, vol. 75(C).
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    4. Mughal, Abdul Waheed & Aldridge, Jo & Monaghan, Mark, 2019. "Perspectives of dropped-out children on their dropping out from public secondary schools in rural Pakistan," International Journal of Educational Development, Elsevier, vol. 66(C), pages 52-61.
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    Cited by:

    1. Tran, Tam Ngo Minh, 2022. "Skills and educational aspirations as predictors of secondary school dropout in Vietnam: A dynamic approach," International Journal of Educational Development, Elsevier, vol. 95(C).
    2. Contreras, Dante & González, Luis & Láscar, Samuel & López, Verónica, 2022. "Negative teacher–student and student–student relationships are associated with school dropout: Evidence from a large-scale longitudinal study in Chile," International Journal of Educational Development, Elsevier, vol. 91(C).

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