As completing upper secondary school has become increasingly important for young people to take their place in society, the problem of school dropout has prompted extensive research to identify the decisive underlying individual and school-based risk factors. However, less attention has been paid to interactions between individual students and institutions (Bunting & Moshuus, 2017). Such a shift redirects our attention from seeing dropout as an accumulation of risk factors (Rumberger, 2011) towards a focus on the processes leading some students to drop out (Brown & Rodriguez, 2009). From this perspective, this paper explores how interaction frames and silences those young people that drop out (Fine, 1991). Based on ethnographic narrative interviews, this qualitative longitudinal study explores schooling experiences through young people's own accounts. The interpretation of the data reveals issues of young people having a voice or being silenced, staying, and completing school or being excluded from school as silenced individuals or (less frequently) as outspoken dissidents. The study explores how these young people frame their narratives, as this factor seems to contribute to diametrically opposed outcomes (dropping out or completion). The findings indicate that young people who employ similar negative frames to describe their interactions both at home and at school are the most vulnerable to dropping out.
Předčasné odchody ze vzdělávání jsou spojovány s řadou negativních dopadů na život jedince i společnosti a závažnost těchto dopadů vede k monitorování míry předčasných odchodů ze vzdělávání jako jednoho z důležitých ukazatelů kvality vzdělávacích systémů i k tomu, že se předčasným odchodům věnuje výzkumná pozornost. V České republice je míra předčasných odchodů ze vzdělávání tradičně relativně nízká, ale aktéři předčasných odchodů neměli dosud mnoho příležitostí prezentovat svůj pohled na věc. Cílem tohoto textu je tedy přiblížit pohled respondentů, kteří předčasně ukončili vzdělávání na střední škole, na příčiny a následky jejich předčasných odchodů a díky kvalitativnímu výzkumnému přístupu také roz plést pomyslné klubko souvislostí mezi příčinami a následky předčasných odchodů. Základní vztah mezi jednotlivými typy příčin (špatná volba, nedobrovolný odchod, odpoutání se) a přímými krátkodobými až střednědobými dopady na život jedince se odvíjí od vzdělávacích aspirací samotných aktérů. and Early school leaving has a number of negative effects on a person's life as well as on society, and the gravity of these effects has led to monitoring of and focused research interest on dropout rates as an important indicator of the quality of education systems. In the Czech Republic, the rate of early school leaving has been traditionally low, but dropout actors have had limited opportunities to present their points of view. The aim of this text is to introduce the views of dropouts from upper secondary education, examine the causes and effects of their early school leaving, and unravel the proverbial conundrum of causes and effects of early school leaving using a qualitative research method. The basic relationship between individual types of causes (poor choices, involuntary leaving, and disengagement) and the direct short-term to mid-term effects upon a person's life result from the educational aspirations of the actors themselves.
In recent decades, the number of students accessing higher education has grown, leading to a greater diversity of student profiles and modalities of studying. This means a new scenario among higher education institutions in which online universities are becoming increasingly relevant. The aim of this article is to explore how students' university trajectories differ according to age, gender, and university type at three Catalan universities (N = 20,745). For this purpose, we carried out a sequence analysis to identify university trajectories and then compared them according to the study modality (face-to-face/online) and the student profile (traditional/non-traditional). The results show differences in university progression trajectories among non-traditional students according to the university type. In particular, there was a higher incidence of dropout at face-to-face universities among non-traditional students. In the case of online universities, in contrast, dropout was not a phenomenon exclusive to non-traditional students, with similar dropout rates among all students regardless of profile.
This article investigates how two White Papers from the Norwegian Ministry of Education and Research, one from 1999 and one from 2017, articulate the concept of dropout. Bauman's concepts of strangers (Bauman, 1997) and retrotopia (Bauman, 2017) are used as a backdrop to support a broader understanding of the white papers' discourses. The article seeks to answer the following question: How has the concept of dropout been discursively articulated in political documents in Norway over two decades?