dissertation on school dropouts

Student Engagement and School Dropout: Theories, Evidence, and Future Directions

• First Online: 20 October 2022

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• Isabelle Archambault 3 ,
• Michel Janosz 3 ,
• Elizabeth Olivier 3 &
• Véronique Dupéré 3  

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School dropout is a major preoccupation in all countries. Several factors contribute to this outcome, but research suggests that dropouts mostly have gone through a process of disengaging from school. This chapter aims to present a synthesis of this process according to the major theories in the field and review empirical research linking student disengagement and school dropout. This chapter also presents the common risk and protective factors associated with these two issues, the profiles of students who drop out as well as the disengagement trajectories they follow and leading to their decision to quit school. Finally, it highlights the main challenges as well as the future directions that research should prioritize in the study of student engagement and school dropout.

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Archambault, I., Janosz, M., Olivier, E., Dupéré, V. (2022). Student Engagement and School Dropout: Theories, Evidence, and Future Directions. In: Reschly, A.L., Christenson, S.L. (eds) Handbook of Research on Student Engagement. Springer, Cham. https://doi.org/10.1007/978-3-031-07853-8_16

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School Dropouts – A Theoretical Framework

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The following article is a fragment of a PhD thesis and is aimed at outlining the main traits of the school dropout phenomenon starting from the different perspectives of the authors in defining the concept, explaining the causes, understanding the consequences. The summary of an important collection of studies on the subject is meant to serve as theoretical basis for researches in the field and to offer the premises for elaborating prevention and intervention strategies.

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The school dropout: a case study of individual school dropouts which indentifies the "at risk" variables which contribute to the development of a profile of the early school leaver

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The problem of the high school dropout has been a major societal concern for many years. Given the present day magnitude of this problem from both an economic and humanistic perspective, the purpose of this study was to identify the factors which may place a student at risk with regard to successfully completing high school and receiving a diploma. There were five stages in this identification process. Initially, the data regarding the student dropout rates at a comprehensive high school were gathered over a five-year time period (1976-77 through 1980-81). Second, the literature was reviewed to determine the causal factors in situations where students terminated their school enrollment prior to receiving a high school diploma. The third phase of this investigation involved drawing a random sample of fifty male and fifty female student dropouts from a population of four hundred eighty (480). Next, a structured interview was constructed and administered to the first twenty (ten male, ten female) dropouts who provided an informed consent to participate in the research project. The cumulative folder for each student was also studied to gather additional school history information (e.g., attendance patterns, grades, performance on standardized tests). Finally, the data gathered from both the structured interviews and cumulative folders were compiled in order to facilitate the identification of common variables and observable trends or patterns;The findings of the study appeared to the investigator to warrant the following conclusions regarding the causal factors which contribute to the dropout phenomena at the high school level. When students drop out of school prior to graduation, this final act is the culmination of an identifiable history of school failures. Individual variables do not act in isolation to either "prevent" or "cause" a student to drop out of school. In most cases singular "at risk" variables began to accumulate prior to the student's enrolling in school (e.g., educational level of parents, established pattern of sibling school failure, non-participation in a pre-school program). As the student entered and progressed through the school program, additional variables evidenced themselves (e.g., death or divorce of biological parent, poor self-image, lack of parental support of school success). Typically the "at risk" variables continue to accrue during junior high school and high school (e.g., suspension from school, truancy, poor academic grades). The final outcome of this pattern of failure is the student deciding to dropout of school.

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Home > Walden Dissertations and Doctoral Studies > Walden Dissertations and Doctoral Studies > 7545

Walden Dissertations and Doctoral Studies

Experiences of high school dropouts in a work force development program.

Reginald J. Hester, Sr. , Walden University

Date of Conferral

Dennis E. Beck

The issue of high school dropouts has been an ongoing concern for educators, community stakeholders, and politicians on local, national, and global levels. Little was known about students' experiences before they enrolled in a workforce development program and how their earlier experiences may have caused them to drop out of high school. The purpose of this qualitative descriptive case study was to understand the school-related experiences of high school dropouts enrolled in a workforce development program, and how the innovation and integration of social media technologies during academic instruction helped reengage these learners. The research questions focused on how the participants described their personal and academic experiences before they dropped out of high school, their collaborative learning and social-relational experiences while enrolled in the New Hope workforce development program, and how the infusion of social media technologies during academic instruction impacted their development. Yin's descriptive qualitative case study model was used to capture the academic and social experiences of 20 program participants from one-on-one interviews and focus groups. Cross-unit evaluation was used to identify emerging codes and themes. Results revealed the importance of sustainable relationships between the students and instructors. Findings may be used to promote functional learning communities with conscientious and compassionate instructors.

Recommended Citation

Hester, Sr., Reginald J., "Experiences of High School Dropouts in a Work Force Development Program" (2019). Walden Dissertations and Doctoral Studies . 7545. https://scholarworks.waldenu.edu/dissertations/7545

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Core77 Awards 2024

Two student design projects recognized with Core77 Awards 2024

Polyphonic & Ecoverse

Award: Speculative Design Award – Student Notable: Honoree:  Claire Weizenegger (MDes 2023) Team: Wyatt Olson (MDes, 2024), thesis co-chairs Professors Audrey Desjardins and Dr. James Pierce.

Description: Part of Claire Weizenegger's thesis project, Polyphonic & Ecoverse critically examines the prevailing issue of sexism in domestic Voice Assistants.  Polyphonic is a voice interface that envisions a future about how everyday life with a conversation agent could look like that has multiple identities, characters, and ideologies pushing against the current persona, which is submissive and capitalist (e.g., Alexa). On the other hand, Ecoverse is designed as a social actor that prompts mindfulness, philosophical insights, and a wise and guiding presence. It's conscious of its impact on the environment while promoting mindful interactions that encourage users to be present and attentive at the moment.   Learn more about the project.

Hidden Kitchen

Award:  Consumer Technology Award — Student Notable Honoree: Cobi Stancik (BDes 2024, Interaction Design) Team: Cameron Lee (BDes 2024, Visual Communication Design), Christopher Pile, and Michael Reese (BDes 2024, Interaction Design), Dr. James Pierce, and Dr. Cayla Key

Description: Hidden Kitchen is an app that uses your grocery buying history to suggest recipes using the ingredients that you already have in your home. The project has been recognized by The National Student Show and Core77; it also received an Indigo Design Award and a UXD Design Award.   Learn more about the project.

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