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School Leaving Intentions at the Age of Sixteen: Evidence from a Multicultural City Environment

Author

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  • W Thomas
  • D J Webber
  • F Walton

Abstract

The intention to continue on to further study by students in full-time education is investigated with particular focus on the role of peer groups and educational experience. Using random effects nominal logit regression analysis and data from the Bradford Youth Cohort surveys, it is found that peer groups and the perceived importance of teachers' advice positively influence the decision to continue onto post-compulsory education. Boys intentions to leave the area in the future appears to be strongly related to the intention to stay on in education, illustrating a link between education and future geographical mobility. The importance of these variables varies between genders.

Suggested Citation

  • W Thomas & D J Webber & F Walton, 2002. "School Leaving Intentions at the Age of Sixteen: Evidence from a Multicultural City Environment," Economic Issues Journal Articles, Economic Issues, vol. 7(1), pages 1-14, March.
    • Handle: RePEc:eis:articl:102thomas
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    Cited by:

    1. Andrea Doneschi & Rossana Patron, 2011. "Assessing incentives and risks in training decisions. A methodological note applied to the Uruguayan case," Documentos de Trabajo (working papers) 1511, Department of Economics - dECON.
    2. Mads Meier Jæger, 2007. "Economic and Social Returns To Educational Choices," Rationality and Society, , vol. 19(4), pages 451-483, November.
    3. Pedro Manuel Rodríguez Suárez & Elvio Accinelli Gamba, 2008. "Regionalismo económico en América del Norte: ¿hacia la comunidad de América del Norte?," Documentos de Trabajo (working papers) 1708, Department of Economics - dECON.
    4. Rossana Patrón, 2008. "Early school dropouts in developing countries: An integer approach to guide intervention. The case of Uruguay," Documentos de Trabajo (working papers) 1608, Department of Economics - dECON.

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