57 Educational Sciences, 2021, Volume 66, Issue 5A, pp. 57-65
This paper is available online at http://stdb.hnue.edu.vn
THE PREVALENCE RISK OF DROPPING OUT AMONG ETHNIC MINORITY STUDENTS AT MINH QUANG HIGH SCHOOL, CHIEM HOA DISTRICT,
TUYEN QUANG PROVINCE
Hoang Thi Hai Yen* and Pham Thi Thanh Thuy
Faculty of Social Work, Hanoi National University of Education
Abstract.This paper mentions the prevalence risk of dropping out among ethnic minority students at Minh Quang high school, Chiem Hoa district, Tuyen Quang province. The data are collected based on the scale of student engagement in school (SEI) of 234 students in the study area. The result shows that 17.9% of students intended to drop out in the previous semesters. Besides, the research results also show the relationship and mean difference between the intention to drop out of the students; the signs of risk of dropping out of students with some characteristics of the group of subjects participating in the survey. That result has partly portrayed the actual situation of the risk of dropping out of the school of students in the study area in particular and in the ethnic mainority community in general.
Keywords: the risk of dropping out of school, ethnic minority, ethnic minority students, social work in schools, Chiem Hoa – Tuyen Quang.
1. Introduction
“Education and training are the leading national policy and the mission of the Party, State and the entire people. Investment in education is a development investment, given priority in socio-economic development programs and plans” 1. One of the most important orientations of educational development is to pay attention to the quality and effectiveness of the education system, in which the central and essential task is to increase the enrollment rate, reduce the rate of children dropping out of school at school age, and ensure gender equality in accessing educational services, and do not leave any group of children behind. However, in reality, ensuring the number of students at all levels is quite difficult, and there are still many children dropping out of school due to various reasons, especially the status of ethnic minority students in general, and the dropout of school of the ethnic minority students at upper high school in particular. This problem has posted many challenges to find a solution.
In fact, there have been many studies in the world and in Vietnam focusing on the problem of middle school dropout of ethnic minority students. Authors Robert Balfanz and Nettie Legters (2004) have shown that there are regions with high dropout rates, often concentrated in schools with a large number of ethnic minority students 2. In 2016, the Center for Statistics, The National Education Statistics Office estimates that about 7 percent - about 2.6 million - of the country's 16- to 24-year-olds are not enrolled in high school and do not have a high school diploma (McFarland et al. 2016) 3. Dropout rate tends to be higher among students from racial or ethnic minority groups, students from lower-income families, and students with a history of Received October 11, 2021. Revised November 4, 2021. Accepted December 5, 2021.
Contact Hoang Thi Hai Yen, e-mail address: [email protected]
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academic or behavioral problems (Jimerson et al., 2006) 4. The report Analysis of the situation of Vietnamese children 2016 pointed out: Disability, ethnic minorities and family migration are the main barriers to affect children's school attendance 5. The fact that ethnic minority children do not go to school is stated in the report “Children out of school”. In which, 2.6% of children aged 5-14 has never attended school while nearly 16% of children aged 5-14 have dropped out of school. The proportion of children who go to school and then drop out increases highly with age. At the age of 17, the last year of upper high school, the dropout rate of ethnic minority children in some places increased to more than 39% 6. According to data in the survey The Targeted Survey of Children and Women in Vietnam (MICS), the proportion of out- of-school children increases with age and education level. Between the ages of 11 and 14, the proportion of out-of-school children is around 2.3 - 10.7%, while the average rate of 15 - 17 year old is around 19.2 - 28.6% 7. According to the report of the National Assembly for Ethnic Minority Affairs, although ministries, branches and localities have made great efforts to care for the cause of education in ethnic minority and mountainous areas, the situation of ethnic minority students dropping out of high school is still a dilemma as thousands of high school students across the country drop out of school yearly. The fact that ethnic minority students are at risk of dropping out of school causes many consequences for the education development strategy in particular and the socio-economic development strategy in general. Therefore, limiting and gradually ending the situation of ethnic minority students dropping out of school and at risk of dropping out are important issues besides improving the quality of education and developing the region's economy.
Chiem Hoa is a mountainous district in Tuyen Quang province, where a large number of ethnic minorities live. Here, the rate of ethnic minority students at risk of dropping out is still quite high, especially in high school students. In order to clarify the actual situation of the risk of dropping out of school of ethnic minority students in Chiem Hoa, this article focuses on in- depth research on the intention to drop out and the actual situation of students at risk of dropping out of school in Minh Quang High School.
2. Content
2.1. Methods 2.1.1. Participants
This study is conducted with 234 students studying at Minh Quang High School - Chiem Hoa district - Tuyen Quang province.
2.1.2. Research area
Minh Quang High School - Chiem Hoa district - Tuyen Quang province.
2.1.3. Research methods
This research uses a combination of the following methods: secondary research, questionnaire survey, in-depth interview, data processing method using SPSS statistical software version 25.0. Chi-squared test examines the correlation between students' intention to drop out and student characteristics. Independent test of mean difference – Samples T Test and One-way ANOVA is applied to examine the average difference between the signs of risk of dropping out of school and the characteristics of the survey subjects, thereby helping to highlight situation of students at risk of dropping out at the study table. The criterion to report the correlation in the study is P<0.05.
2.1.4. Instrument
This study uses a research tool based on a scale of student engagement in schools (Student
59 Engagement Instrument - SEI).
Students in the classes respond to self-completed questionnaires after agreeing to participate in the study and are collected immediately upon completion. The self-completed questionnaire consists of 6 parts: general information of students, signs of risk of dropping out, student factors, family factors, friend factors, and factors belonging to the school and teachers.
2.2. Results
2.2.1. Participant characteristics
The study is conducted with 234 students studying at Minh Quang High School - Chiem Hoa district - Tuyen Quang province.
Among 234 students participating in the study, the percentage of female students accounts for the majority with 61.1%, the proportion of male students is 38.9%. Regarding the percentage of students by grade, there are 55 students in grade 10, accounting for 23.5%; 77 students in grade 11 accounting for 32.9%; the rest are 12th graders with 102 students, accounting for 43.6%. Among the total number of students participating in the survey, the Tay ethnic group accounts for the highest proportion with 61.5%; Dao students is for 20.5%; the rest are other ethnic groups such as Mong, Nung... Most of the students' academic performance in the last semester was good and accounted for 93.6% on average. The children mainly live in poor and near-poor households with the rate of 60.3% and the main occupation of the parents of the surveyed students is farmer with 73.9%; the rest are other occupations such as worker, trader, etc.
2.2.2. The prevalence of dropping out among ethnic minority students at Minh Quang High School
The survey results of 234 students at Minh Quang High School - Chiem Hoa district - Tuyen Quang province show that 42 students in the total number of students participating in the survey intend to drop out, accounting for 17.9%.
Table 1. Percentage of students intending to drop out (n=234) Intention to drop out of school Frequency Ratio (%)
Yes 42 17.9
No 192 82.1
However, the actual situation of students' intention to drop out of school is different between specific groups. That is the difference between the group of boys and girls; between different ethnic groups; among students from different family backgrounds; among students with academic performance, conduct, attendance, and punctuality. The chi-square test results to examine the correlation between the intention to drop out of school and the student's characteristics highlighted the above situation.
Table 2. Relationship between intention to drop out of school and characteristics of students (n=234)
Sex Intention to drop out of school χ² (p-value)
Total (N=234) Yes (n=42) No (n=192) 13.892(0.000)a
Male 91 (38.9%) 27 (64.3%) 64 (33.3%)
Female 143 (61.1%) 15 (35.7%) 128 (66.7%)
Ethnic groups
Tay 144 (61.5%) 18 (42.9%) 126 (65.6%) 10.335(0.035)a
60
Dao 48 (20.5%) 13 (31.0%) 35 (18.2%)
Mong 12 (5.1%) 3 (7.1%) 9 (4.7%)
Nung 9 (3.8%) 4 (9.5%) 5 (2.6%)
Other 21 (9.0%) 4 (9.5%) 17 (8.9%)
Hierarchy of children in the family
Only child 34 (14.5%) 5 (11.9%) 29 (15.1%) 9.513 (0.023)a
First child 82 (35%) 23 (54.8%) 59 (30.7%)
Second child 62 (26.5%) 9 (21.4%) 53 (27.6%) The youngest 56 (23.9%) 5 (11.9%) 51 (26.6%) Parents' occupation
Farming 173 (73.9%) 17 (40.5%) 156 (81.3%) 41.122(0.000)a
Worker 20 (8.5%) 10 (23.8%) 10 (5.2%)
Trade 17 (7.3%) 10 (23.8%) 7 (3.6%)
Other professions 24 (10.3%) 5 (11.9%) 19 (9.9%)
Household features 23.097(0.000)a
Poor households 55 (23.5%) 14 (33.3%) 41 (21.4%) Near-poor
households
86 (36.8%) 14 (33.3) % 72 (37.5%)
Households with
people with
disabilities
9 (3.8%) 6 (14.3%) 3 (1.6%)
Migrate 12 (5.1%) 3 (7.1%) 9 (4.7%)
another factor 72 (30.8%) 5 (11.9%) 67 (34.9%)
aFisher’s exact test
The research results show that there is a relationship between the intention to drop out of school and the gender characteristics of the students (p=000). Specifically, there are 27 male students intending to drop out, accounting for 64.3%, while the number of female students intending to drop out is 15, accounting for 35.7%. Thus, the percentage of male students intending to drop out is 1.80 times higher than that of female students.
The survey results also show that there is a relationship between the intention to drop out of school and the ethnic characteristics of the children (p=0.035). Students from Tay ethnic group have the highest intention to drop out, accounting for 42.9%. This rate is 1.38 times higher than that of students from Dao ethnic group; Mong ethnic group is 6.04 times; Nung ethnic group is 4.52 times and other ethnic groups is 4.52 times.
Research shows that the intention to drop out of school among ethnic minority students who are the first children is higher than those of the only, middle and youngest children in the family. Specifically, there are 23 students who are the first children intend to drop out, accounting for 54.8%, while this rate among students who are only children, second children and youngest children is 11.9%; 21.4% and 11.9%. Thus, the percentage of first-born students
61 intending to drop out is 2.56 times higher than that of the second child and 4.60 times higher than that of the only and youngest children.
Thus, there is a relationship between parents' occupation, household characteristics and the intention to leave school of ethnic minority students (p=000); (p=000). Students living in households with parents working in agriculture have the highest intention to drop out (40.5%), 1.70 times higher than students whose parents are workers and traders. In addition, students who intend to drop out of school mainly live in poor and near-poor households, accounting for 66%.
Table 3. Correlation of intention to drop out of school with the characteristics of absenteeism and late attendance of students in the most recent semester (n=234)
Student absenteeism Intention to drop out of school χ² (p-value) Total N=234) Yes (n=42) No (n=192)
0 days 155 (66.2%) 1 (2.4%) 154 (80.2%) 155.434 (0.000)a
1-2 days 41 (17.5%) 8 (19%) 33 (17.2%)
3 – 5 days 29 (12.4%) 24 (57.1%) 5 (2.6%)
6 – 9 days 9 (3.8%) 9 (21.4%) 0 (0.0)
more than 10 days 0 (0.0) 0 (0.0) 0 (0.0) Student's tardy
status
Total N=234) Yes (n=42) No (n=192)
0 days 144 (61.5%) 7 (16.7%) 137 (71.4%) 60.427 (0.000)a
1-2 days 49 (20.9%) 12 (28.6%) 37 (19.3%)
3 – 5 days 29 (12.4%) 15 (35.7%) 14 (7.3%)
6 – 9 days 10 (4.3%) 7 ( 16.7%) 3 (1.6%)
more than 10 days 2 (0.9%) 1 (2.4%) 1 (0.5%)
aFisher’s exact test
The relationship between the intention to drop out and the students' unexcused absences and tardiest in the previous semester is also shown (p=000); (p=000). Accordingly, the number of students who have unexcused absences from 3 to 5 days and from 6 to 9 days intended to leave school in the previous semester is higher than that of the remaining group of students, 57.1% and 21.4% respectively. Thus, the percentage of students who are absent from school without permission from 3 to 5 days and from 6 to 9 days with the intention to leave school is 3.00 times and 1.13 times higher than students who leave school without permission from 1-2 days, respectively. In addition, the percentage of students who are late to school from 1 to 5 days (64.3%) also intends to drop out 3.85 times higher than the group of students who are not late to school (16.7%).
Table 4. Correlation of intention to drop out of school with academic and behavioral characteristics and retention status of students in the most recent semester (n=234) Student's academic
performance
Intention to drop out of school χ² (p-value) Total (N=234) Yes (n=42) No (n=192)
Good 15 (6.4%) 0 (0.0) 15 (7.8%) 16.634 (0.000)a
decent level 111 (47.4%) 11 (26.2%) 100 (52.1%)
medium 108 (46.2%) 31 (73.8%) 77 (40.1%)
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Weak 0 (0.0) 0 (0.0) 0 (0.0)
least 0 (0.0) 0 (0.0) 0 (0.0)
Student conduct Total (N=234) Yes (n=42) No (n=192)
Good 174 (74.4%) 17 (40.5%) 157 (81.8%) 31.934 (0.000)a decent level 50 (21.4%) 22 (52.4%) 28 (14.6%)
Medium 10 (4.3%) 3 (7.1%) 7 (3.6%)
Weak 0 (0.0) 0 (0.0) 0 (0.0)
aFisher’s exact test Research results present the relationship between the intention to drop out of school and the student's academic performance and behavior in the most recent semester (p=0.002); p=(0.000).
Students with average performance have the highest intention to drop out (73.8%), 2.82 times higher than students with good academic performance. In addition, students with decent level in terms of academic performance have the highest intention to drop out (52.4%), 1.29 times higher than students with good conduct.
Thus, by chi-square test, this study demonstrates the relationship between the intention to drop out of ethnic minority students and some related characteristics including: gender, ethnicity, number of school-age children in the family, parents' occupation, household characteristics and student's academic performance and conduct in the most recent semester.
2.2.3. Situation of ability to continue going to school of ethnic minority students at Minh Quang High School - Chiem Hoa district - Tuyen Quang province
The results of the Independent – Samples T Test and One-way ANOVA also show that there is a mean difference in the signs of the risk of dropping out of school and some characteristics of the survey group, thereby helping to clarify. The reality of students at risk of dropping out at Minh Quang High School - Chiem Hoa district - Tuyen Quang province is presented in the following table:
Table 5. Test results for the mean difference in the ability to continue in school by sex characteristics, intention to drop out and retention status of students (n=234)
Average
difference Group
Average score of scale rating
Comparison
group Difference P- value
Identify the possibility of continuing to school
Male 3.44
Male 0.24 0.036
Female 3.68
Identify the possibility of continuing to school
Intend to drop out of school
2.38
Intend to drop out of school
1.47 0.000
Not intending to drop out of school
3.85
Identify the possibility of continuing to school
Never saved you 3.62
Save the ban
once 0.67 0.007
Save the ban once
2.95
aFisher’s exact test
63 The test results show that there is a mean difference in the indicators of students' ability to continue attending school according to their gender characteristics, intention to drop out, and their retention status with the test results respectively (p=0.036); (p=000); (p=0.007).
Specifically: male students have a higher risk of dropping out than female students (with a difference of 0.24); the group of students who intend to drop out and the group of students who have returned once have a lower probability of continuing to school than students who do not intend to drop out and students who have never returned (with a difference of 1.47, respectively and 0.67).
Table 6. Results of testing the average difference in the ability of students to continue going to school and characteristics of children's hierarchy in the family, household characteristics,
students' unexcused absences in the most recent semester (n=234)
Difference Group
Post Hoc Test Test ANOVA Comparison
group Distinctive Sig.
(2-tailed) F Sig
Hierarchy of children in the family
First child
The
youngest -0.416 0.016 3.206 0.024
The youngest
Household characteristics
Poor
households Other
households -0.424 0.024 3.680 0.006 Other
households
Unexcused absences in the latest semester
0 days 0 days
-1.071 0.000
36.20
0 0.000
3 – 5 days
0 days 0 days
-1.699 0.000 6 – 9 days
1 – 2 days
1 – 2 days -0.775 0.001 3 – 5 days
1 – 2 days
1 – 2 days -1.404 0.000 6 – 9 days
The test results show that there is a mean difference in the ability to continue going to school between the first and second children in the family (p=0.016). Accordingly, students who are the oldest kid in family have a lower likelihood of continuing to go to school than those who are the youngest children in the family with a coefficient of difference (-0.416), which shows that they are at risk of dropping out of school higher.
Thus, students living in poor households are less likely to continue going to school than students in other households with a coefficient of difference (-0.424), which shows that there is an average difference in ability to continue schooling between students living in poor households and other households (p=0.006).
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Research illustrates the fact that students who have an unexcused absence from school from 3 to 9 days are less likely to continue going to school than the group of students who do not miss school and students who miss school from 1 to 2 days. Specifically, the group of students who missed school from 3 to 5 days had a lower probability of continuing to go to school than the group of students who do not leave school and those who miss school from 1 to 2 days with the coefficients of difference (-1,071) and (-0.775). The group of students who miss school from 6 to 9 days has a higher risk of dropping out than the group of students who does not and those who miss school from 1 to 2 days with the coefficients of difference (-1,699) and (-1,404).
Table 7. Results of different tests on students' ability to continue going to school and students' academic performance and conduct in the most recent semester (n=234)
Difference Group
Post Hoc Test Test ANOVA
Comparison
group Distinctive Sig.
(2-tailed) F Sig
Academic performance in the latest semester
Decent level
Decent level -0.272 0.031 4.337 0.014 Medium
Conduct in the latest semester
Good
Good -0.619 0.000 12.720 0.000
Decent level
(Source: Author's survey data) The test results show that there is a mean difference in student achievement (p = 0.031) and student behavior (p = 0.000) in the most recent semester and their risk of dropping out. Students with average academic performance are less likely to continue in school than students with good academic performance with a coefficient of difference (-0.272) and students with good behavior are less likely to continue school than students with poor academic performance. Good test is with numerical difference of (-0.619).
Thus, the results of the Independent - Sample T test and one-way ANOVA also present that there is a central difference in the signs of the risk of dropping out and some special points of the group survey: gender, family rank, family peculiarities, unexcused absences, grades, and student conduct for the most recent school term.
Discussion: From the above situation, the study of the causes leading to the intention to drop out of school; barriers affecting students' school attendance, evaluation of interventions and supports, on which the research team proposes support activities from the perspective of School Social Work in order to Prevention and reduction of the risk of dropping out of ethnic minority students is really necessary.
3. Conclusions
This study is carried out on 234 subjects who are students at Minh Quang - Chiem Hoa - Tuyen Quang high school. The results show that 17.9% of students intend to drop out and the status of intention to drop out as well as identifying signs. Students' ability to continue in school is related and different among groups of students with different characteristics. Research results
65 found a correlation between the intention to drop out of ethnic minority students and a number of related characteristics including: gender, ethnicity, number of children in the family, and father's occupation parents, household characteristics and grades of students' academic performance and conduct in the most recent semester. This paper also shows the average difference of the signs identifying the risk of dropping out of school and some characteristics of the survey subjects including: gender, number of children in the family, household characteristics, unexcused absences, grades and conduct for the most recent semester.
Acknowledgments: The authors would like to thank the Hanoi National University of Education for the support of the project "School social work in supporting ethnic minority students at risk of dropping out in Chiem Hoa district, province Tuyen Quang", University-level project, Hanoi National University of Education, SHPN 21-08, 2021-2022.
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