Finn (1989) used two models to explain school dropout. The first model (Finn, 1989), the "frustration self-esteem" model, proposes that learners' first step to dropping out of school is school failure. Without any support, a learner's school failure then leads to lowered self- esteem which in turn leads to problem behaviour, including truancy, skipping class, disruptive behaviour and juvenile delinquency. As this behaviour escalates, school performance worsens; consequently the learner's self-esteem decreases and his/her problem behaviour increases. Because of their frustration, learners also tend to shift their attention from school to
peer networks to mitigate the feelings of embarrassment at school. Finally, learners either leave school voluntarily or are expelled from school because of their problem behaviour. Finn (1989) argued that this state of affairs can be countered by changing school organisation through the promotion of more and closer interaction between teachers and learners and thereby restoring students' loss of self. I include this model as it strongly correlates with international (Rumberger, 2011; Hernandez, 2011; Allensworth & Easton, 2005) and local research (Strassburg et al., 2010; Dieltiens & Many-Gibert, 2008) which has proved that school failure is a strong influence on school dropout. However, I am not aware of any empirical evidence which supports Finn's (1989) exact pathway for school dropout but there are studies which confirm the separate factors forming part of the pathway as influences for dropout, including problem behaviour (Ou, Mersky, Reynolds, & Kohler, 2007; Branson et al., 2013) and negative peer networks (Battin-Pearson, Newcomb, Abbot, Hill, Catalano, & Hawkins, 2000; Kaplan, Peck, & Kaplan, 1997). Consequently, there is evidence for parts of Finn's model (1989) as influences or risk factors associated with school dropout and I discuss most of these factors later in this chapter.
According to Finn's (1989) second model, the ‘participation-identification' model, a learner's lack of participation in school activities such as classroom participation, homework, and participation in extracurricular activities like sport leads to poor school performance and then to less identification with school. According to Finn (1989), these feelings of not belonging and not valuing school lead to less participation, poorer school performance, less identification with school and eventually dropping out of school. On the other hand, learners who can identify as being part of the school and are actively participating will perform better and have a smaller chance of getting involved in those activities which are associated with school dropout. As with Finn's (1989) first model, I am not aware of empirical data which supports this specific pathway; however, there are studies which support the individual factors which make up the participation-identification model. For example, engagement is an important part of this model and there is empirical proof of the influence of chronic absence (missing 10% or more of the school year, with or without excuses) on grades and dropout (Chang & Romero, 2008). In SA, Strassburg et al. (2010) also established that there is a correlation between missing class and school dropout. I provide an in-depth discussion of these factors later in this chapter.
Central to Finn's (1989) model is that of student engagement, which has strong connections to Hirsch's (1969) social control theory (cited in Archambault, Janosz, Fallu, & Pangani, 2009). The social control theory holds that if an individual has feelings of attachment and belonging to a social institution, like school, and believes in the common values of that institution, there will be a strong connection. On the other hand, a weakened bond between the learner and the school can lead to disengagement in academic and social activities which can eventually lead to dropping out of school.
In addition, Finn (1989) argues that school dropout is a process which involves more than just the physical act of leaving school; it also includes an emotional and psychological disengagement. This implies that the physical act of withdrawing (leaving school) is the final step that is preceded by emotional and psychological withdrawal. Put simply, the process of school dropout, according to Finn, happens on two levels: the psychological level and the physical level. By implication, these manifestations can be identified at an early stage of the process and can be addressed. For example, an individual who continually struggles academically (physical manifestation) can start feeling worthless (psychological manifestation) and lose interest in school. However, if teachers are in close interaction with learners they will identify this process and act in an attempt to ensure that an individual does not continue with this process of disengagement which commonly ends in school dropout. In conclusion, Finn's model (1989) is firstly useful as it is one of the few theoretical models that are specifically developed for understanding school dropout. Secondly, it offers a way to examine various influences for school dropout, including academic failure, peer influences and school climate. It also offers a unique way of organising these factors as part of a pathway with interrelated factors which eventually influences school dropout. This model is especially important as it offers a potential structure for early identification and prevention of school dropout by addressing influences during an early stage. I am not aware of any South African school dropout studies which have used this model but there are two African studies which have done so, namely Munsaka's (2009) study on the reasons for dropout in a rural area in southern Zambia and a study by Mapani (2011) about the factors contributing to boys dropping out in the Khomas region of Namibia. Both these studies effectively applied Finn's (1989) model to explain the school dropout process among learners in their countries and therefore this model has been used in the African context. In a similar way, I utilised Finn's
model in combination with other research on school dropout to answer my research question. I also used the model as a whole for the interpretation of the findings of this study.