Dropping Out Among Mexican American Youth: Reviewing the Literature Through an Ecological Perspective

Abstract

The noncompletion of school among minority youth remains an area of intense study, especially given the growing numbers of school dropouts among Mexican American youth. Much of the research to date has focused on the demographic variables of ethnicity and socioeconomic status rather than on the interactions between individuals and environments. The interplay between the personal attributes of the student, family, peers, school, and society are considered to be the most important factors contributing to high school completion. However, a systematic framework has not often been used to facilitate the organization and integration of these variables. This article uses an ecological model to examine the different factors that impact school completion for Mexican American students. Suggestions for prevention and intervention within each of the concentric levels of this model are offered to effect positive educational outcomes for all children.