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Sociodemographic variables and perceived motivations of Adult Basic Education students in the metropolitan Omaha, Nebraska area and their reasons for initially leaving school
Abstract
Purpose. The purpose of this study was to explore ABE participant attitudes, motivations and sociodemographics for implications that might suggest strategies for recruiting more dropouts to ABE programs. The study also examined reasons for K-12 dropout for implications which might suggest improvements in retention. Procedure. Questionnaire research and a convenience sample of 154 ABE participants in 23 classes provided raw study data. Data were subjected to SAS factor analytical procedures to identify underlying relationships among variables and to group homogeneous variables into logical classifications. SAS cluster analysis procedures were then used to group study participants into sample segments where motivational orientations and sociodemographic characteristics were identified. A three cluster solution was retained for the K-12 dropout problem and a five cluster solution was retained for the problem of reasons for attending ABE. Clusters were narratively described by motivational orientations and sociodemographic characteristics and then labeled with descriptors. Conclusions. (1) The three cluster solution for K-12 dropout can be used for targeted stay-in-school appeals. Cluster descriptions were: Young, Antisocial, Unemployed Poor; Learning Disabled/Physically Ill Working Poor; Minorities and Poor Whites. (2) The five cluster solution for attending ABE can be used for targeted attend ABE appeals. Cluster descriptors were: Multimotive, Multiracial, Predominantly Asian/Pacific Islander Without Spouse; Young, White, Seldom Head of Household; Multiracial, Skilled/Semiskilled Experienced Worker; The Unemployed and Working Poor; Young, Multiracial, Nonworking Poor. (3) Several implications from sociodemographic data were discovered, i.e. a gap in service to males, low household income, low ratios of home ownership, high unemployment, high rates of Public Assistance. (4) A surprise identification was made of three hard core, motivational orientations for dropout (i.e. Antisocial and Disinterested; Illness or Learning Disability Concern; Mental Health and Parent Problems). (5) "Respect and Equality" were a separate motivational orientation perhaps implying an undercurrent of feelings that others have taken advantage of them.
Subject Area
Adult education|Continuing education
Recommended Citation
Rodgers, Edward Lawrence, "Sociodemographic variables and perceived motivations of Adult Basic Education students in the metropolitan Omaha, Nebraska area and their reasons for initially leaving school" (1989). ETD collection for University of Nebraska-Lincoln. AAI8925256.
https://digitalcommons.unl.edu/dissertations/AAI8925256