Articles producció científica> Pedagogia

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

  • Datos identificativos

    Identificador: imarina:5131721
    Autores:
    García-Carrión R., Molina-Luque F., Roldán S.
    Resumen:
    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.
  • Otros:

    Autor según el artículo: García-Carrión R., Molina-Luque F., Roldán S.
    Departamento: Pedagogia
    Autor/es de la URV: Molina Roldan, Silvia
    Palabras clave: Secondary education Roma Family participation Disadvantaged youth Community involvement
    Resumen: 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.
    Áreas temáticas: 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
    Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
    ISSN: 13676261
    Direcció de correo del autor: silvia.molina@urv.cat
    Identificador del autor: 0000-0002-9736-0381
    Fecha de alta del registro: 2024-09-07
    Versión del articulo depositado: info:eu-repo/semantics/acceptedVersion
    Enlace a la fuente original: https://www.tandfonline.com/doi/abs/10.1080/13676261.2017.1406660?journalCode=cjys20
    URL Documento de licencia: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referencia al articulo segun fuente origial: Journal Of Youth Studies. 21 (5): 701-716
    Referencia de l'ítem segons les normes 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
    DOI del artículo: 10.1080/13676261.2017.1406660
    Entidad: Universitat Rovira i Virgili
    Año de publicación de la revista: 2018
    Tipo de publicación: Journal Publications
  • Palabras clave:

    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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