The purpose of this study was to describe how dropouts navigate their educational journeys. Eighty dropouts participated to individual interviews which were recorded and transcribed. The data analysis yielded three broad categories in answering the research question. Setting the stage in the family and the school, the dropouts described their teetering between in and out of school contexts and proceeded to explain how they ended their educational journey. For 20 dropouts, family turmoil represented a pervasive force negatively influencing their schooling. For 24 dropouts, problems in school set the stage for dropping out. Teetering represented juggling strategies to prolong and to sabotage the journey, while A. Lessard (B) Faculté d'éducation, Département d'Études en Adaptation
L’objectif de cette étude à méthodologie mixte menée auprès de 32 décrocheurs est d’identifier les facteurs de risque d’abandon scolaire et de décrire leurs cheminements dans leurs milieux de vie. Un volet quantitatif sert à identifier les facteurs de risque, alors qu’un volet qualitatif permet de décrire le vécu des participants. Les résultats montrent que les participants ont fait face à un cumul de facteurs de risque alors qu’ils étaient inscrits à l’école secondaire. Aussi le discours des jeunes montre-t-il que, pour plusieurs, les difficultés vécues à l’enfance dans la famille les ont conduits progressivement vers l’abandon. Les difficultés rencontrées en milieu scolaire sont parfois attribuables à l’élève, parfois à son interaction avec ce milieu et ses intervenants.The aim of this study is to identify the risk factors for leaving school and to describe progress in the lives of 32 dropout students. Using a mixed methodology, a quantitative aspect identifies risk factors, while a qualitative one describes the participants’ experiences. The results show that participants have experienced a number of risk factors while enrolled in secondary school. As well, the remarks of many of them show that the difficulties experienced in their childhood with their families have led them progressively towards dropping out of school. Difficulties experienced in the school environment are sometimes attributed to the student himself, and sometimes to the interaction with this milieu and school personnel.El objetivo de este estudio, a metodología mixta conducido con 32 alumnos que han abandonado los estudios, es identificar los factores de riesgo de abandono escolar y describir sus desarrollos en sus ámbitos de vida. Una vertiente cuantitativa sirve a identificar los factores de riesgo, mientras que otra, cualitativa, permite describir la vivencia de los participantes. Los resultados muestran que los participantes se enfrentaron a un cúmulo de factores de riesgo mientras cursaban la secundaria. Asimismo el discurso de los jóvenes muestra que, para muchos, las dificultades sufridas durante la infancia en la familia les llevaron progresivamente hacia el abandono. Las dificultades encontradas en el medio escolar son a veces atribuibles al alumno y a veces a su interacción con este medio y sus educadores
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