SCHOOL IMPORTANCE AND DROPOUT AMONG PREGNANT ADOLESCENTS

Purpose: This study examined the relationship of psychological well-be ing social support, and demographic variables to school importance and school dropout among pregnant teens. Method: Fifty-one Caucasians and 68 African-Americans (mean age = 16.7 years, mean weeks pregnant = 23 ) were recruited from two Baltimore area prenatal teen clinics. The ad olescents completed questionnaires measuring depression, self-esteem, mastery, parental and friend support, demographic characteristics (i.e ., age, marital status, ethnicity, socioeconomic status), school impor tance, and status. Results: Most adolescents were enrolled in school o r had graduated (69.7%), were receiving at least passing grades (78.7% ), and perceived finishing high school as very important (76.7%). Blac ks were more likely to say school was important (p < 0.001), were less likely to drop out (p < 0.01), and received higher grades (p < 0.01) than whites. Dropouts had lower family incomes than current school att enders and graduates (p < 0.05). One measure of psychological well-bei ng (mastery, p < 0.01) was positively correlated with school importanc e. Social support did not correlate with school importance or dropout. Conclusions: These findings suggest that dropping out of school among pregnant teens may he more strongly related to sociocultural factors than to individual characteristics such as emotional support and psych ological well-being. Overall, this study reveals a positive picture of educational continuation and performance during pregnancy, with most adolescents recognizing the importance of education and remaining in s chool. (C) Society for Adolescent Medicine, 1998.