The Influence of Participation, Identification, and Parental Resources on the Early School Leaving of Boys in the Lower Educational Track

Beekhoven, S.; Dekkers, H.P.J.M.

doi:10.2304/eerj.2005.4.3.4

Cited by 9 publications

(8 citation statements)

References 22 publications

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“…The divergence between the home/community/young people's culture and that of the school for instance may prevent the school from having a more significant impact on the students' postsecondary education aspirations. (Beekhoven and Dekkers 2005;Dale 2010;Mifsud 2013). This might explain, at least in part, why despite their academic potential, more than half of the students were aiming for careers usually requiring only post-secondary/college education.…”

Section: Discussionmentioning

confidence: 99%

Breaking the cycle: a phenomenological approach to broadening access to post-secondary education

2015

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Over the past decades, there has been a substantial increase in post-secondary education participation in most Organisation for Economic Co-operation and Development (OECD) and European Union countries. This increase, however, does not necessarily reflect a parallel equitable growth in post-secondary education, and early school leaving is still an issue of concern in particular regions and countries across the world. This paper presents a study on increasing participation in post-secondary education in Malta, the country with the one of the highest proportions of early school leaving in the European Union. The study was carried out in a region with one of the highest rates of early school leaving in the country, making use of a phenomenological approach as well as a resilient systems perspective to early school leaving. On the basis of students' narratives, the study identifies a number of risk and protective factors in early school leaving and makes various suggestions on how to build more resilient systems to facilitate access to post-secondary education, particularly for students coming from low socio-economic, excluded backgrounds.In the last decade, post-secondary education has become the most common education level obtained by young people in most Organisation for Economic Co-operation and Development (OECD) countries, with the rate of adults without upper secondary education decreasing by Eur J Psychol Educ (2016) 31:255-274

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Section: Discussionmentioning

confidence: 99%

Breaking the cycle: a phenomenological approach to broadening access to post-secondary education

2015

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“…Findings from key empirical studies show a significant relationship between belonging and attendance. Students who feel like they are part of their school and value their academic outcomes at their school (i.e., identify with their school) are more likely to maintain a high attendance and grade point average, as well as graduate because they are emotionally or psychologically engaged (Beekhoven & Dekkers, 2005;Finn, 1989). Students who possess positive attitudes about school exhibit more engagement than peers who do not like school (Fredricks et al, 2004).…”

Section: School Engagementmentioning

confidence: 99%

Understanding African American High School Students’ Attendance Patterns

Cue

2024

Aera 2024

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Chronic absenteeism is a growing problem. Students most at-risk for chronic absenteeism are those who display low school engagement, possess a low GPA, perceive a negative school climate, have low parental support or monitoring, and are African American (Bean et al., 2006;Benner & Wang, 2014;Finn, 1989;Skedgell & Kearney, 2018). In fact, African American high school students demonstrate some of the highest rates of chronic absenteeism in the United States, California, and a large urban school district referred to as The District 1 (Chang et al., 2018; ERS Report to [The District] Advisory Task Force: Attendance Analysis, 2017). These findings have stimulated the development of national, state, and local interventions aimed at improving absenteeism. However, many of these interventions have been unsuccessful because we do not understand African American students' reasons for absenteeism, let alone the 1 The pseudonym The District is used to maintain anonymity.iii differences in outcome for students who attend school but miss their classes (i.e., are partially absent). These data are essential for developing successful interventions.The current study filled this gap by conducting statistical analyses of attendance, academic and survey data to identify areas that should be researched further. The goal of the study was to gain insight into a subgroup of African American high school students who were partially absent from school. A quantitative approach was used to describe the distinguishing characteristics of African American high school students who were severely partially absent 2 by comparing them to African American high school students who were chronically absent 3 . Preexisting data from The District's School Experience Survey (items related to school belonging), attendance records, and grade reports were analyzed using descriptive and inferential statistics (i.e., chi-square test of independence and multiple linear regression) to better describe and distinguish these students.The results of chi-square analyses indicated that more students within the sample were severely partially absent than chronically absent, and that grade level and school location had a significant association with both attendance patterns. The results of multiple linear regressions showed that when controlling for the effects of full absences and covariates (e.g., gender and grade level), the effects of partial absences on achievement and sense of belonging are the strongest. Additionally, when controlling for the effects of partial absences and covariates (e.g., gender and grade level), the effects of full absences on sense of belonging are not significant. In other words, the effects of severe partial absences on African American high school students' I would be remiss if I did not also thank Meredith Langi. Thank you so much for your technical guidance, as well as for planting the quantitative seed early on. You truly are a stats wizard.Cohort 25, thank you for being an exemplary ensemble of dedicated and conscious educators. I aspire...

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“…Education is a human right and one of the most important factors for success in life. Having an educational level of upper secondary or higher has been shown to increase opportunities in the labour market and, consequently, in life as a whole (Beekhoven and Dekkers, 2005; D’Angelo and Kaye, 2018). As Clycq et al (2015: 7) noticed, ‘in a so-called European knowledge society, knowledge is constructed as one of the most valuable features to achieve’, which can break the ‘intergenerational vicious circle’ of poverty (Commission of the European Communities, 2001: 39).…”

Section: Introductionmentioning

confidence: 99%

What do young adults’ educational experiences tell us about Early School Leaving processes?

Santos

Nada

Macedo

et al. 2020

European Educational Research Journal

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What leads young people to disengage and leave school early? This paper focuses on young adults’ educational trajectories, with the objective of identifying useful insights for improving school measures and strategies against early school leaving and school disengagement. Specifically, it draws upon an empirical study with young adults from the north of Portugal. Longitudinal bio-interviews took place with young men and women, aged 17 to 24, who were enrolled in secondary education at mainstream schools or in alternative learning contexts or who were early school leavers. A set of critical moments and circumstances were identified as turning points in the young adults’ descriptions of their school trajectories, revealing both obstacles and incentives to continue studying. Based on these narratives, the study identifies some risk and protective factors for early school leaving and makes suggestions about how to improve school-based measures to prevent school disengagement. Some key recommendations for schools include: increased support mechanisms during educational transitions; a firm stance on bullying and the creation of violence-free and secure learning environments; enhancing socio-emotional support and encouraging the emergence of relationships of care; and providing meaningful education by ensuring the school content is aligned with students’ motivations and needs.

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The Influence of Participation, Identification, and Parental Resources on the Early School Leaving of Boys in the Lower Educational Track

Cited by 9 publications

References 22 publications

Breaking the cycle: a phenomenological approach to broadening access to post-secondary education

Breaking the cycle: a phenomenological approach to broadening access to post-secondary education

Understanding African American High School Students’ Attendance Patterns

What do young adults’ educational experiences tell us about Early School Leaving processes?

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