Articles producció científica> Pedagogia

How do vulnerable youth complete secondary education? The key role of families and the community

  • Identification data

    Identifier: imarina:5131721
    Authors:
    García-Carrión R., Molina-Luque F., Roldán S.
    Abstract:
    This article demonstrates how the engagement of families and other community members in decision-making processes in a school may prevent early school leaving among vulnerable youth and simultaneously increase their enrolment in secondary education. Based on a large-scale, EU-funded study, this article focuses on the case of one school located in a deprived area inhabited mainly by Roma people - one of the vulnerable populations most affected by early school leaving - where a specific egalitarian participatory process of Roma families was implemented. According to the analysis of the collected data, this participation contributed to a reduction in student dropout rates during primary education, led to the implementation of compulsory secondary education in the same school, and increased the numbers of students who graduated from secondary school. These achievements transformed the educational and social prospects of vulnerable youth who were following the path to failure and who now dream of continuing their studies. Furthermore, these youth are acting as role models for younger children in primary education, helping to prevent school dropout and early school leaving from early ages. The case shows how the community participation in decision-making processes transformed the climate and expectations regarding education in the neighbourhood.
  • Others:

    Author, as appears in the article.: García-Carrión R., Molina-Luque F., Roldán S.
    Department: Pedagogia
    URV's Author/s: Molina Roldan, Silvia
    Keywords: Secondary education Roma Family participation Disadvantaged youth Community involvement
    Abstract: This article demonstrates how the engagement of families and other community members in decision-making processes in a school may prevent early school leaving among vulnerable youth and simultaneously increase their enrolment in secondary education. Based on a large-scale, EU-funded study, this article focuses on the case of one school located in a deprived area inhabited mainly by Roma people - one of the vulnerable populations most affected by early school leaving - where a specific egalitarian participatory process of Roma families was implemented. According to the analysis of the collected data, this participation contributed to a reduction in student dropout rates during primary education, led to the implementation of compulsory secondary education in the same school, and increased the numbers of students who graduated from secondary school. These achievements transformed the educational and social prospects of vulnerable youth who were following the path to failure and who now dream of continuing their studies. Furthermore, these youth are acting as role models for younger children in primary education, helping to prevent school dropout and early school leaving from early ages. The case shows how the community participation in decision-making processes transformed the climate and expectations regarding education in the neighbourhood.
    Thematic Areas: Sociology and political science Sociology Sociologia i política Social sciences, interdisciplinary Social sciences (miscellaneous) Social sciences (all) Political sciences and international relations Life-span and life-course studies General social sciences Educação Ciencias sociales
    licence for use: https://creativecommons.org/licenses/by/3.0/es/
    ISSN: 13676261
    Author's mail: silvia.molina@urv.cat
    Author identifier: 0000-0002-9736-0381
    Record's date: 2024-09-07
    Papper version: info:eu-repo/semantics/acceptedVersion
    Link to the original source: https://www.tandfonline.com/doi/abs/10.1080/13676261.2017.1406660?journalCode=cjys20
    Licence document URL: https://repositori.urv.cat/ca/proteccio-de-dades/
    Papper original source: Journal Of Youth Studies. 21 (5): 701-716
    APA: García-Carrión R., Molina-Luque F., Roldán S. (2018). How do vulnerable youth complete secondary education? The key role of families and the community. Journal Of Youth Studies, 21(5), 701-716. DOI: 10.1080/13676261.2017.1406660
    Article's DOI: 10.1080/13676261.2017.1406660
    Entity: Universitat Rovira i Virgili
    Journal publication year: 2018
    Publication Type: Journal Publications
  • Keywords:

    Life-Span and Life-Course Studies,Social Sciences (Miscellaneous),Social Sciences, Interdisciplinary,Sociology and Political Science
    Secondary education
    Roma
    Family participation
    Disadvantaged youth
    Community involvement
    Sociology and political science
    Sociology
    Sociologia i política
    Social sciences, interdisciplinary
    Social sciences (miscellaneous)
    Social sciences (all)
    Political sciences and international relations
    Life-span and life-course studies
    General social sciences
    Educação
    Ciencias sociales
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