Hidden and actual dropout from the education system among adolescents of Ethiopian origin in Israel

Wovite Worku Mengisto*, Gabriel Horenczyk

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

7 Scopus citations


This paper examines aspects and predictors of actual and hidden dropout among immigrant students in general, and among Israeli students of Ethiopian origin, in particular. A hidden dropout is a student who is often absent from school or physically in class but is passive and does not actively take part in the learning process. The subject of this study derives from research evidence showing that the dropout rates of Israeli adolescents of Ethiopian origin are higher than those of their peers who are not of Ethiopian origin. We investigated differences between normative learners, hidden dropout youth and adolescents who are disengaged from the educational system. The predictors included perceived discrimination, social support and collective identities; 374 adolescents of Ethiopian origin completed self-report questionnaires. The major findings show that the hidden dropouts group was characterised by a pattern of high parental encouragement but a lack of support from teachers. Implications of the results, both for theory and for practice, are discussed, followed by suggestions for future research.

Original languageAmerican English
Pages (from-to)531-546
Number of pages16
JournalIntercultural Education
Issue number5
StatePublished - 2019

Bibliographical note

Publisher Copyright:
© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.


  • Hidden dropout
  • adolescents of Ethiopian origin
  • ethnic identity
  • perceived discrimination
  • social support


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