Table of ContentsSociological Theories of TruancyIntroductionCauses of Truancy/Dropout Case Study of School Dropout Among Adults with Disabilities learningConclusionSociological Theories of TruancyThis essay will discuss some of the current sociological theories on the causes of school truancy and school dropouts among adolescents, along with a case study of one such dropout.Say no to plagiarism . Get a tailor-made essay on “Why violent video games should not be banned”?Get the original essayIntroductionThroughout history, education has been considered one of the criteria for social advancement. It is generally men who are sent to school, and then mainly men from the upper classes. Education has always been something desirable and, therefore, it is almost inconceivable that in an era where free quality education is available to everyone, there are those who not only do not take advantage of this opportunity, but who actually give up. school. As these rates continue to increase significantly, it is important to understand the causes of school truancy and dropout so that measures can be implemented to prevent such events in the future. cross-sectional studies that have repeatedly demonstrated that family background, school experience, antisocial behavior, and personal traits are reliable predictors of school dropout (Bachman et al. 1971; Cairns et al. 1989; Ekstrom et al. 1986; Elliot and Voss, 1974; Ensminger and Slusarcik, 1992; According to the majority of these studies, dropouts are more likely to come from low socio-economic status (SES) families, with disadvantage (e.g., single-parent family, parents with low education, large family, other dropouts in the family, etc.; Bachman et al. 1989; Boys drop out of school more frequently than girls and tend to belong to ethnic minorities (Rumberger 1987). However, data based on ethnicity is not entirely consistent. For example, some researchers have found that African or Hispanic Americans are more likely to drop out of college (Chavez et al. 1989; Ensminger and Sluarcik 1992), while other studies have indicated that there is no of particular tendency to drop out of school for any ethnic minority. when socio-economic variables are controlled (Cairns et al. 1989; Rumberger 1983). Studies focusing on family processes have also shown that dropouts more frequently come from families characterized by a lack of supervision, a permissive parenting style, poor aspirations regarding children's schooling, and negative reactions to academic failure (Astone and Mclanahan 1991; Fagan and Pabon 1989; ).Another variable that is fairly consistent in predicting dropout is the negativity of the school experience. Dropouts tend to have a history of poor grades, repeating a grade, low academic motivation or aspirations, truancy, school behavior problems, poor relationships with other students and teachers, and less involvement in extracurricular activities (Bachman et al. 1971; Cairns et al. 1989; Ekstrom et al. 1986; Elliot and Voss 1974; Faganand Pabon 1990; 1989; Ekström et al. 1986; Elliot et al. 1974; Future dropouts also tend to have less positive self-perceptions, less self-confidence, and a greater external locus of control (Bachman et al. 1971; Ekstrom et al. 1986; Rumberger 1983; Wehlage and Rutter 1986). Although each of these variables is, separately, an indicator of school dropout, they are not all in the same way. Several studies have examined the correlation between predictors of school dropout and longitudinal prospective samples, and school, behavioral, and family factors are the most commonly reported predictors of school dropout. Elliot and Voss (1974) reported that academic achievement and academic engagement were the strongest predictors, while family background variables did not contribute to the prediction. Bachman et al. (1971) found that problematic behavior at school, academic achievement, and negative attitudes toward school were the best predictors of dropping out of school, followed by indicators of intellectual skills and family background. In Cairns et al. (1989), grade retention, poor performance, aggression and socio-economic status were the best predictors. Ekström et al. (1986) showed that verbal skills and family supervision and support affected academic achievement and problem behaviors, which, in turn, were the best predictors of dropping out of school. Finally, Wehlage and Rutter (1986) identified educational aspirations, achievement, and socioeconomic status as the best predictors. Although these studies tend to show a slight preference for school variables as the most significant determinants, it is difficult to conclude whether school or family factors are the best set of predictors. Identifying accurate risk factors and predictors is essential for prevention programs, particularly for secondary prevention focused on students who show signs of this trend. Accurate and cost-effective screening of potential dropouts requires knowing how many and which indicators should be considered. Case study of adult dropouts with learning disabilities Lichtenstein (1993) presented four case studies of adults with learning disabilities who dropped out. One such case was that of Marsha, an 18-year-old woman who left school in the middle of her second year, at the age of 16, to work full-time. According to her English teacher, Marsha is "shy and generally does not get used to people until she has known them for several weeks" (Lichtenstein 1993). She lives at home with her mother and younger sister (7th grade). After dropping out of school, Marsha worked two jobs, one at a jewelry store and one part-time as an assistant at a caterer. Her manager said she could do well in her position if she honed her math skills. Marsha doesn't remember taking any math or science classes when she was in high school. She failed three of her five classes in each of the two years before she left school. Marsha's mother spoke of her frustration at her own inability to help her daughter with her homework or studies due to a "lack of understanding of the subjects." Marsha has no interest in going back to school and feels that school makes her feel stupid and like a child. Marsha had been assessed as having a learning disability, but there was no evidence she had ever attended a formal vocational assessment. During.