The decision of African American students to complete high school: An application of the theory of planned behavior.

A longitudinal study explored high school completion among African Americans. Male and female high school students aged 14 to 17 (N 166) completed a theory of planned behavior (I. Ajzen, 1991) questionnaire early in their 2nd year. Intentions to complete the year were accurately predicted from attitudes, subjective norms, and perceived behavioral control (R .71; p .01). Attitudes were related to beliefs about short- and long-term consequences; subjective norms reflected perceived expectations of family, teachers, and friends; and control considerations included requisite academic abilities, conflict with peers and teachers, and distracting life conditions. Intentions and, to a lesser extent, perceived behavioral control, predicted graduation almost 3 years later (R .50; p .01). The findings indicate opportunities for early interventions. Obtaining a high school diploma has become an increasingly important prerequisite for economic and social mobility in the United States. High school dropouts are roughly three times more likely to be chronically poor than are high school graduates (U.S. Census Bureau, 1996). Young people without a high school edu-cation are ill equipped for the modern workforce. They are less