1. Factors Influencing Dropout Behavior By David Perley

2. David Perley, Tobique First Nation Factors Family background Personal characteristics and attitudes Academic characteristics Education system School climate Cultural factors Community factors DIA policies and programs

3. David Perley, Tobique First Nation Factors “Many state explicitly that they do not wish to leave school and see themselves as ‘pushouts’ or ‘kickouts’ rather than ‘dropouts’. As a [Lakota] youth in our sample put it, ‘I quit, but I never did want to quit!” Rolsalie Wax

4. David Perley, Tobique First Nation Family Background Parents’ Occupation/Income: Students from families with lower incomes have much higher dropout rates. Majority of parents are unemployed Single Parent: Dropouts were less likely to have both natural parents living at home

5. David Perley, Tobique First Nation Family Background Parents’ Education Level: Dropouts tend to have parents who are dropouts Parents’ Involvement in Education: Parents of dropouts are less inclined to be interested or to monitor their children’s school behavior

6. David Perley, Tobique First Nation Family Background Sibling Dropouts: The likelihood of dropping out increases when brothers and sisters have dropped out Family Size: Dropouts are more likely to come from large families

7. David Perley, Tobique First Nation Personal Characteristics and Attitudes Age: The majority of dropouts left school before the age of 16 Gender: Males are more likely to drop out of school than females

8. David Perley, Tobique First Nation Personal Characteristics and Attitudes Language Ability: Dropouts tend to demonstrate lack of proficiency in the English language Self-Esteem/Confidence: Dropouts tend to have little self- confidence, low self-esteem

9. David Perley, Tobique First Nation Personal Characteristics and Attitudes Relation to Peers: Many dropouts have friends who are also dropouts and who share similar educational aspirations and attitudes Educational Expectations/Aspirations: Dropouts had lower educational expectations than did the graduates

10. David Perley, Tobique First Nation Personal Characteristics and Attitudes Occupational Expectations: Occupational plans were vague or non- existent Sense of Control: Dropouts are more likely than graduates to feel their destiny is out of their hands

11. David Perley, Tobique First Nation Academic Characteristics Low Achievement/Failure: Majority of the dropouts were failing two or more subjects Grade Retention: Native students leave school at lower grade levels than non-Native students

12. David Perley, Tobique First Nation Academic Characteristics Disinterest/Dissatisfaction with School: Dropouts expressed a lack of interest in the content of education and general alienation from the school life Attendance: Dropouts attended classes less frequently than stay-ins

13. David Perley, Tobique First Nation Academic Characteristics Homework: Dropouts reported doing less homework than stay-ins Discipline: Dropouts tend to be disciplined more for behavioral problems and having serious problems with the law

14. David Perley, Tobique First Nation Academic Characteristics Extracurricular Activities: Dropouts had lower levels of participation in most extra-curricular activities

15. David Perley, Tobique First Nation School Climate Curriculum Responsiveness: Dropout behavior has been associated with a lack of curriculum relevance and the fact that schools have not adapted to First Nation customs and traditions Teacher Characteristics and Training: Specialized training, relating to the community, and accepting other cultures contribute to a positive school climate

16. David Perley, Tobique First Nation School Climate Student Body Characteristics: Student alienation among Native students is pervasive and consequently impacts upon school climate Student-Teacher Interaction: Dropouts did not feel positively about their relationships with teachers

17. David Perley, Tobique First Nation School Climate Community-School Relationships: A low level of parental involvement has been associated with dropout behavior Counselors: Majority of dropouts did not feel comfortable about approaching guidance counselors concerning their intention to leave school

18. David Perley, Tobique First Nation Cultural Factors Values: Schools are viewed as vehicles of assimilation which result in either a loss of identity or a resistance on their part against the “non-Native ways” Learning Styles: First Nation students tend to be visual rather than verbal learners which places the First Nation students at a disadvantage in school “where teaching methods tend to cater to the auditory learner”

19. David Perley, Tobique First Nation Cultural Factors Child-Rearing Practices: Labeled permissive in comparison with non- Native society; this misunderstanding occurs primarily because Native child-rearing is self- exploratory rather than restrictive Task Structure: Schools set tasks which promote individual, competitively oriented learning while First Nation cultures tend to promote cooperative group learning

20. David Perley, Tobique First Nation Cultural Factors Traditional Teaching Methods: Emphasizes careful observation followed by an imitation of behavior or tasks; First Nation students approach tasks visually, seem to prefer to learn by careful observation which precedes performance and seem to learn in their natural settings experientially

21. David Perley, Tobique First Nation Education System Education Act, Policy, Programs: Education Act, policy, programs and curriculum reflect colonial education characteristics Lack of Flexibility: Education system is too rigid; proposed changes aimed at improving Maliseet and Mi’kmaq education are met with various obstacles

22. David Perley, Tobique First Nation Education System Bureaucratic “Mindset”: Tokenism Special treatment misconception Francophone/anglophone priorities Funding for Maliseet/Mi’kmaq Education: Tuition does not follow First Nation students

23. David Perley, Tobique First Nation DIA Policies and Programs Policies and Programs: Policies and programs reflect colonial education characteristics Breach of Trust: DIA has not protected the interests of our Maliseet and Mi’kmaq students attending public schools

24. David Perley, Tobique First Nation Community Factors Lack of Official Policy: Chief and Council has not formulated a policy that outlines a vision, goals, and objectives for education Governance Issues: A structure that includes a Local Education Authority (e.g. school board or committee) may be lacking

25. David Perley, Tobique First Nation Community Factors Lack of Community-Based Initiatives: Local initiatives designed to enhance academic performance may be lacking Recruitment Practices: Education may not be an important consideration for recruitment process

26. David Perley, Tobique First Nation Community Factors Lack of Recognition for Achievement: Local governments may not give official recognition for student achievements Lack of Parental Advocacy Group: Initiatives aimed at mobilizing parents as a support group for students may be lacking