Session Information
07 SES 09 B, Social Justice, Drop Out, Migration
Paper Session
Contribution
Introduction. Although the dropout in Chile is not an alarming (16%) figure, since it is one of the lowest in Latin America (16% vs 48%), and they are therefore closer to the average of OECD countries (15.9%), however lies almost exclusively in the poorest quintile of the Chilean population (Espinosa et alli., 2012a, 2012b). The school where the highest dropout occurs corresponds to the transition between basic education and secondary education (grade 8-1º media – ISCED 2A to ISCED 3A) and at the end of secondary education coincides with the entry of students to the vocational or scientific/humanist curriculum. Most Chilean studies, like the most important international ones, have been developed through quantitative and/or econometric methodologies. These studies cover a complex map of variables and factors ranging from the characteristics of the education system, family characteristics, school, the role of teachers, and classroom. However, such quantitative evidence does not tell us anything about the subjects themselves who suffer failure or who are excluded from the system. The research presented here is a qualitative research that tries to analyze and understand, through ethnographic interviews, biographical story behind these subjects at risk of leaving early in high school.
Theoretical approaches to the concept of abandonment
The concept of school dropout, as use in statistics and documents of the European Commission (European Union 2010), has a clearly stated definition. The European designation, School Leavers, are those young people between 18 and 24 that have not completed secondary education or only pre-employment or job courses that do not take or permit to acquire the corresponding secondary graduation certificate. The concept of early abandonment, even if it is supported by the statistics of the European Union, is not the only one used in the scientific literature. Roca Cobo, compared with the concept of school failure. This means "the percentage of young people is unsuccessful compulsory secondary education to the expected age, that is, you do not get the title of compulsory secondary education at 16 or 17 years to finish the corresponding formal studies" (2010: 38). Regardless of the diversity of semantic approaches to the concept of abandonment/dropping-out it is clearly not a terminal phenomenon but a complex process that probably started in the primary education and continues with 'disengagement 'with the entry of students in compulsory secondary education, becoming an almost exclusive problem of this part of school education (Fernandez Enguita, Riviere Gomez Mena and Martinez 2010).
Dropout factors according to research reviewed
In this sense among the dropout´s factors we can distinguish exogenous: dimensions related to students (Gender, Ethnicity, Skills), family (parents' education, social class) and the school (School Location, School´s organization); and endogenous factors: like those associated with the degree of motivation: push factors (opinions on teachers; retention; attention during classes), Pull factors (the importance of education; parental involvement on the home work) and Peer effect (class size, composition students; Ethnicity / school year). (Espíndola y León 2002; Mertz & Uauy, 2002; Henríquez & Hormazábal, 2004; Lehr, Johnson, Bremer, Cosio y Thompson, 2004; Espinoza, Castillo, González & Loyola, 2012a; Román, 2013a, 2013b; De Witte y Rogge, 2012; De Witte Kristof et allí 2013; Rumberger 1995, 2001; Rumberger y Thomas, 2000; Rumberger y Lin, 2008)
Method
Expected Outcomes
References
De Witte Kristof et allí (2013) The impact of Institutional Context, Education and Labor Market Policies on Early School Leaving:A comparative Analysisi of EU Countries. European Journal of Education, Vol 48, no3: 331-345. De Witte, K. & Rogge, N. (2012) Dropout from secondary education: all’s well that begins well, European Journal of Education, 48, no 1: 131-149.Espíndola, Ernesto y León, Arturo (2002) La deserción Escolar en América Latina: Un tema Prioritario para la Agenda Regional. Revista Iberoamericana de Educación No 30. Monográfico: 39-62. Espinoza, Oscar; Castillo, Dante; González, Luis Eduardo; Loyola, Javier (2012a) Factores Famliares Asociados a la Deserción Escolar en Chile. REvista de Ciencias Socuales. Vol. 18, no 1: 136-150. Espinoza, Oscar; Castillo, Dante; González, Luis Eduardo; Loyola, Javier (2102b) Estudiantes Vulnerables y sus Itinerarios Educativos en el Sistema Escolar Municipal en Chile. Revista Ib eroamericana de3 Educación. No 64/1:Rumberger, Russell W. (1995) Dropping Out of Middle School: A Multilevel Analysis of Students and Schools. American Educational Research Journal. Vol 32, no 3: 583-625. Henríquez, F. & Hormazábal, S. (2004). Factores que determinan la deserción escolar: El caso de los campamentos del Gran Santiago”. Fundación Techo. Santiago. Mertz, C. & Uauy, C. (2002). Políticas y Programas para la Prevención de la Deserción Escolar en Chile. Informe Anual Paz Ciudadana. Santiago: Paz Ciudadana. Henry, Kimberly L., Knight, Kelly E., y Thornberry, Terence P. (2012) School Disengagement as a Predictor of Dropout, Delinquency and Problem Substance Use During Adolescence and Early Adulthood. Journal of Youth and Adolescence, Vol 41: 156-166. Henry, Kimberly L., Knight, Kelly E., y Thornberry, Terence P. (2012) School Disengagement as a Predictor of Dropout, Delinquency and Problem Substance Use During Adolescence and Early Adulthood. Journal of Youth and Adolescence, Vol 41: 156-166. Román, Marcela C. (2013a) Factores Asociados al Abandono y Deserción Escolar en América Latina: Una Mirada en Conjunto. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación. Vol 11, na 2: 34-59. Román, Marcela C. (2013b) El Fracaso Escolar de los Jóvenes en la Enseñanza Media. ¿Quiénes y por qué Abandonan Definitivamente el Liceo en Chile? REICE, Vol. 7, no 4: 95-119. Rumberger, Russell & Lin, Sun Ah (2008) Why students drop out of school: A review of 25 years of research. Policy Brief, 15: 1-4. Rumberger, Tussell W. y Thomas, Scott L. (2000) The distribution of Dropout and Turnover Rates Among Urban and Suburban High Schools. Sociology of Education. Vol 73. No 1: 39-67.
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