Title page for ETD etd-07072007-222408

Type of Document Master's Thesis
Author Rhodes, Judith L.
Author's Email Address jrhode9@lsu.edu
URN etd-07072007-222408
Title Interrelationships Between Demographic, Psychosocial, and Academic Characteristics and GED Attainment Among At-Risk Youth
Degree Master of Social Work (M.S.W.)
Department Social Work
Advisory Committee
Advisor Name Title
Catherine M. Lemieux Committee Chair
Priscilla Allen Committee Member
Younghee Lim Committee Member
  • academic failure
  • adult education
  • at-risk youth
  • dropout
  • GED
  • resilency
  • school social work
Date of Defense 2007-06-20
Availability unrestricted
This exploratory-descriptive research examines demographic, psychosocial, and academic characteristics of at-risk youth (N = 111) who attempted the General Educational Development (GED) Tests. Among students who passed and did not pass the GED Tests, numerous significant relationships emerged. Non-passers were more likely than passers to leave school for academic environment reasons (t = 2.21, df = 109, p < .05). As compared with those who passed the GED Tests, a greater number of moderately strong interrelationships among demographic, psychosocial, and academic characteristics emerged among students who did not pass. Most notably, for non-passers, significantly strong and positive relationships emerged between academic environment reasons for leaving school and two other variables: family reasons for leaving school (r = .55, p < .01) and psychosocial reasons for leaving school (r = .57, p < .05). In addition, a very strong and negative interrelationship emerged among non-passers between academic environment reasons for leaving school and the poverty indicator of status (r = -.68, p < .01). A multivariate perspective is critical for increasing knowledge regarding the social problem of dropout. Such knowledge is crucial for research and policy formation at the local, state, and national levels as well as for school social work practice and education.
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