Introduction
Today, one of the challenges that need to be addressed in urban areas is high dropout rates; and with socioeconomic class gap identified as a factor contributing much to this phenomenon. Due to the significant identity and experience overlap within these groups, an intersectional approach is required for a comprehensive understanding of this issue.
Socioeconomic differences are critical in defining dropout rates in high schools. The findings from the research always reveal that children from poor families are more likely to drop out of school as compared to their wealthy counterparts. This trend is linked to numerous problems including lack of quality education, limited resources and absent support systems leading some children to drop out in an early age. Such socioeconomic injustices have a lasting effect on the people and communities who are subjected to this vicious cycle of marginalization (Royce, 2015).
The need for an intersectional approach
The intersectional perspective is necessary to locate the complex network of relationships between the dwellers of metropolitan neighborhoods. The concept of people’s intersecting identities, with the example of race, gender and disability reminds that socioeconomic gaps are still impacting these individuals and helps us understand how various oppressions combine to negative outcomes. For instance, today we can see that the life of a Black disabled person is completely different from the one of a White non-disabled person. By identifying such overlapping identities, specific adaptive interventions that decrease the rate of high school dropping out can be formulated (Collins & Bilge, 2020).
Course Readings to Justify the Project
The first study by Ansari, Hofkens, and Pianta (2020) seeks to determine the link between absenteeism during the early years of schooling and outcomes on civic participation, educational attainment, and socioeconomic opportunities in young adulthood. The study, therefore, underscores the importance of consistent school attendance in determining future outcomes. The authors demonstrate strong evidence by using a large sample of people over a long time period that absenteeism in early education has far-reaching effects. This study emphasizes the need for dealing with absenteeism as an early intervention initiative to ensure positive long-term results for students.
The second article by Bianchi et al. (2021) is about the dropout intention and its correlation with self-esteem amongst impoverished immigrant and native students. The research underlines the prevention dimension of peer acceptance in school, which saves from the risk of dropping out. Viewing the stories of students from various backgrounds, the authors demonstrate that there is a need to develop a positive teacher-student relationship. On the basis of this study, it is identified that interventions targeted towards enhancing peer acceptance and self-esteem play an important role in reducing the number of dropouts among students who are at risk.
The third article by Rumberger (2020) is about the economic viewpoint of high school dropouts. This study reveals both direct and indirect costs of high dropout rates, like loss of earning capacity, increased dependency on social welfare programs, and higher crime rate. To determine the economic value of dropout rates, the author highlights the significance of resolving this problem. The findings of this study reveal the need for some specific interventions and policies to achieve positive outcomes in both educational attainment and low dropout rates at individual levels and society level.
On the contrary, Jordan et al, (2012) sought to find out urban rural differences in drop-out rates. Examining their national statistics, the researchers discovered that rural high schools were falling off much faster than urban high schools. The data collected from this study also indicates that compared to the dropout rates, areas which can transfer rural curriculum have relatively lower challenge. The study presents the evidence that rural regions may require specific measures to overcome the determinants that continue fueling the persistently high dropout levels. The study by these scholars reveals that it is of essence to have focused intervention schemes in areas where dropout rates are a concern in the rural settings. These patterns have consequences regarding the agenda of policymakers, educators and researchers seeking practical solutions for increasing student achievement and closing the racial gap.
Main Argument
A detailed study of the relationship between absenteeism, dropout rates, and socioeconomic factors in both rural and urban high schools noted impact on academic outcomes, hence the need for focused interventions to improve the situation. Based on our study, we are seeking to elucidate the interplay among socioeconomic variables, rate of dropout and absenteeism in high schools in the rural and urban areas. The study leverages both literature review, and empirical studies, and its main aim is to get a deeper and more fuller understanding of this research field, and further enrich the discipline.
This study will also identify particular socioeconomic factors like poverty and inequitable education, which lead to high absenteeism and dropout. Employing advanced multivariate analysis methods, the research will tease out the interplay of these elements and propose direct measures focusing on their underlying problems.
Through deeply assessing the influence of different intervention methods like mentoring programs and community partnerships, this research will provide practical recommendations to authorities on how to deal effectively with absenteeism and dropout rates in the marginalized rural communities. The main purpose of this research is to address the underlying socioeconomic issues that affect these communities so as to promote educational equity and overall student progress.
Insights from Personal Reflections
Its foundation lies in the diary entries about my internship to allow for a personal reflection. This gives me an unbiased view of my ongoing work of identifying issues people with a social and economic disadvantage have to deal with. Excerpts can bring discussion to life and make it a perspective from the person who is doing the research. Their research findings are related to the theoretical perspectives which is taught in the academia and the ordinary life (Simon et al., 2022).
Conclusion
In its essence, this research study into the effects of socioeconomic inequalities on urban high school dropouts from an intersection viewpoint does not only deal with a problem that needs to be solved but it comes out from personal experiences and academic ethics. This research intends to contribute to the discourse of equitable education, and seek out new specific strategies that represent urban informational realities through an intersectional lens; this is because it seeks something significant in a meaningful yet important conversation.
References
Ansari, A., Hofkens, T. L., & Pianta, R. C. (2020). Absenteeism in the first decade of education forecasts civic engagement and educational and socioeconomic prospects in young adulthood. Journal of Youth and Adolescence, 49, 1835-1848.
Bianchi, D., Cavicchiolo, E., Lucidi, F., Manganelli, S., Girelli, L., Chirico, A., & Alivernini, F. (2021). School dropout intention and self-esteem in immigrant and native students living in poverty: The protective role of peer acceptance at school. School Mental Health, 13, 266-278.
Collins, P. H., & Bilge, S. (2020). Intersectionality. John Wiley & Sons.
Jordan, L., Kostandini, G., & Mykerezi, E. (2012). Rural and urban high school dropout rates: Are they different?. Journal of Research in Rural Education (Online), 27(12), 1.
Royce, E. (2015). Poverty and power. The problem of structural inequality. New York: Rowman & Littlefield.
Rumberger, R. W. (2020). The economics of high school dropouts. The economics of education, 149-158.
Simon, J. D., Boyd, R., & Subica, A. M. (2022). Refocusing intersectionality in social work education: Creating a brave space to discuss oppression and privilege. Journal of Social Work Education, 58(1), 34-45.
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