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  • Title: School importance and dropout among pregnant adolescents.
    Author: Stevenson W, Maton KI, Teti DM.
    Journal: J Adolesc Health; 1998 May; 22(5):376-82. PubMed ID: 9589338.
    Abstract:
    PURPOSE: This study examined the relationship of psychological well-being, social support, and demographic variables to school importance and school dropout among pregnant teens. METHOD: Fifty-one Caucasians and 68 African-Americans (mean age = 16.7 years, mean weeks pregnant = 23) were recruited from two Baltimore area prenatal teen clinics. The adolescents completed questionnaires measuring depression, self-esteem, mastery, parental and friend support, demographic characteristics (i.e., age, marital status, ethnicity, socioeconomic status), school importance, and status. RESULTS: Most adolescents were enrolled in school or had graduated (69.7%), were receiving at least passing grades (78.7%), and perceived finishing high school as very important (76.7%). Blacks were more likely to say school was important (p < 0.001), were less likely to drop out (p < 0.01), and received higher grades (p < 0.01) than whites. Dropouts had lower family incomes than current school attenders and graduates (p < 0.05). One measure of psychological well-being (mastery, p < 0.01) was positively correlated with school importance. Social support did not correlate with school importance or dropout. CONCLUSIONS: These findings suggest that dropping out of school among pregnant teens may be more strongly related to sociocultural factors than to individual characteristics such as emotional support and psychological well-being. Overall, this study reveals a positive picture of educational continuation and performance during pregnancy, with most adolescents recognizing the importance of education and remaining in school. This study examined the relationship of psychological well-being, social supports, and demographic factors to school importance and dropout status. Data were obtained from 51 White and 68 Black pregnant adolescents, aged 13-18 years, who volunteered after recruitment in two Baltimore, Maryland, prenatal clinics. Interviews were conducted during the second and third trimester of pregnancy. This study was based on systems theory that argues for multiple levels of analysis. The following instruments were relied on for scales: Procidano and Heller scales, the Brief Symptom Inventory, Rosenberg's scale, Pearlin and Schooler scales, and Hollinghead's 4-factor index. School importance was measured by a 4-item scale developed by Maton and Teti. 58.8% were currently enrolled in school, 10.9% had graduated, and 30% had dropped out. 16.4% of the dropouts had left due to pregnancy. Most reported that school was important. Whites were significantly more likely than Blacks to drop out. Blacks reported greater peer support and higher self-esteem. Mastery and school enrollment were each correlated with school importance. Self-esteem and depression were unrelated to school dropout status. Peer and parent support were unrelated to school importance or retention. Demographic factors were correlated with school importance and dropout status. SES was unrelated to school importance, but higher SES teens were less likely to drop out. Blacks valued school more, were less likely to drop out, and received higher grades. Policies should incorporate socioeconomic conditions as factors in school dropout status among pregnant adolescents.
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