Giftedness and High School Dropouts - Neag Center for Gifted ...

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28 Table 7 Factor Loadings, Percentage of Variance, and Alpha Reliabilities on the Self-concept and Locus of Control Items Factor Opinions about myself Factor 1 Factor 2 I feel good about myself I feel I am a person of worth, the equal of other people I am able to do things as well as others On the whole I am satisfied with myself When I make plans, I am certain they work *I do not have enough control over life *Good luck is more important than hard work *Every time I try to get ahead, somebody stops me *I feel plans hardly ever work out *I feel useless at times *At times I think I am no good at all *I do not have much to be proud of myself for *Chance and luck are very important for my life .72 .74 .74 .69 .51 .55 .52 .68 .71 .62 .62 .58 .61 Percent of Variance Alpha Reliability 13.00 .75 32.50 Note. Some items (*) were transformed to make high mean scores indicate positive self-concepts and stronger locus of control. (The scores ranged from 1 to 4) .79 Study 2: Analysis of Student Questionnaire Research Question 1: What are the descriptive characteristics of gifted dropouts regarding their personal background (SES, race/ethnicity, father's highest level of education, and mother's highest level of education) Several descriptive data analyses were conducted to obtain general characteristics of gifted students who dropped out of school. Four descriptive analyses were conducted regarding percentages of gifted students who dropped out of school by (a) SES, (b) race/ethnicity, (c) father's highest level of education, and (d) mother's highest level of education.
29 Figure 8 presents the percentages of gifted students who dropped out of school and who completed high school by SES. Almost half the gifted students who dropped out of school (48.2%) were in the lowest quartile SES level, while only 3.6% of them were in the highest quartile SES level. By comparison, of the gifted students who completed high school, 20% were in the lowest quartile level of SES, while 33.8% were in the highest quartile level of SES. Further analysis revealed a significant difference between dropout status and SES level, χ 2 (3, N=3,021)=69.15, p
Page 1: NRC G/T THE NATIONAL RESEARCH CENTE
Page 4 and 5: THE NATIONAL RESEARCH CENTER ON THE
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Page 10 and 11: Research Questions Using two differ
Page 12 and 13: were defined more flexibly as those
Page 14 and 15: To examine differences between gift
Page 16 and 17: model was found to be statistically
Page 18 and 19: References Lajoie, S. P., & Shore,
Page 21: List of Tables Table 1. Profiles of
Page 25 and 26: Giftedness and High School Dropouts
Page 27 and 28: 3 et al., 1991). Bachman, Green, an
Page 29 and 30: 5 CHAPTER 2: Review of the Literatu
Page 31 and 32: 7 4. Dropouts reported more behavio
Page 33 and 34: 9 Some research focused on racial i
Page 35 and 36: 11 accommodate a variety of learnin
Page 37 and 38: 13 Table 1 Profiles of Gifted and T
Page 39 and 40: 15 CHAPTER 3: Research Methods and
Page 41 and 42: 17 A causal-comparative design was
Page 43: 19 To compensate for unequal probab
Page 46 and 47: 22 dropouts (83%) responded that th
Page 48 and 49: 24 100 90 80 70 Percent 60 50 40 30
Page 50 and 51: 26 Finally, gifted dropouts' future
Page 54 and 55: 30 Percent 100 90 80 70 60 50 40 30
Page 56 and 57: 32 Don't Know 15.3 Ph.D., M.D., etc
Page 58 and 59: 34 Table 9 Mother's Educational Exp
Page 60 and 61: 36 Research Question 3: Are there a
Page 62 and 63: 38 Table 13 Logistic Regression Ana
Page 64 and 65: 40 between the two groups with resp
Page 66 and 67: 42 educational support at home. Eks
Page 68 and 69: 44 have more involvement with regar
Page 71 and 72: 47 References Ascher, C., & Schwart
Page 73 and 74: 49 Grossnickle, D. R. (1986). High
Page 75 and 76: 51 National Center for Education St
Page 77: 53 Tinto, V. (1982). Limits of theo
Page 81 and 82: 57 Variables in the Study Reasons f
Page 83: 59 Pregnancy or child-rearing (F1S7
Page 86 and 87: 62 Also of interest from the Resear

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