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Failing Boys, Successful Girls? Dropout and Gender

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Dropout is the result of a process by which school converts social inequalities into educational inequalities. What role do gender differences play in it?

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Failing Boys, Successful Girls? Dropout and Gender

  1. 1. Failing boys, successful girls? Dropout and gender 2YOUNG2FAIL Natália Alves nalves@ie.ul.pt
  2. 2. Overview conceptual frameworks •  Individual perspec=ve •  Social perspec=ve •  Ins=tu=onal perspec=ve •  Poli=cal perspec=ve
  3. 3. Individual Perspec=ve •  Individual a@ributes (values, aBtudes, behaviours towards schooling and learning) Student engagement theories
  4. 4. Individual Perspec=ve •  Dimensions of engagement – Academic engagement (engagement in learning) – Social engagement (engagement in social dimensions of school) Dropout is a final stage of a cumula=ve and dynamic process of disengagement from school
  5. 5. Social Perspec=ve •  Social class, cultural capital and habitus – Socioeconomic background – Values, aBtudes, behaviours – Educa=onal and occupa=onal aspira=ons Reproduc=on theories
  6. 6. Social Perspec=ve •  Parental educa=onal prac=ces – Monitoring and regula=ng students’ educa=onal ac=vi=es and work – Providing emo=onal support – Encouraging independent decision making – Establishing rela=nships with school – …..
  7. 7. Social Perspec=ve Dropout is the result of a process by which school converts social inequali=es into educa=onal inequali=es
  8. 8. Ins=tu=onal perspec=ves •  School factors – Students social composi=on – Ressources – Size – Process and prac=ces
  9. 9. Ins=tu=onal perspec=ves •  School factors – Pedagogical leadership – School Culture – Pedagogical prac=ces and support – Disciplinary rules and aBtudes towards problema=c students Efficient schools approaches
  10. 10. Poli=cal Perspec=ve •  Curricula •  Teacher educa=on and training •  Policies, inni=a=ves, programms – Preven=on (posi=ve discrimina=on measures, quality improvement, extra curricular ac=vi=es, curriculum differen=a=on, social heterogenity…. – Interven=on (individual support,language support to non na=ve students,early iden=fica=on of students at risk, school – community involvement….) – Compensa=on – second chance VET courses
  11. 11. Dropout and gender: results from a research •  School failure is a more serious problem than dropout
  12. 12. Dropout and gender: different voices, different oppinions •  Teachers: economic problems, families aBtudes and values, students lack of mo=va=on •  Students: economic problems, teen pregnancy, lack of mo=va=on, curricula and pedagogical strategies
  13. 13. Dropout and gender: different voices, different opinions •  Teachers: There are no gender differencies but different ways of being student •  Students: There are gender differencies, different ways of being student and teachers aBtudes and behaviours
  14. 14. Dropout and gender: different voices, commun opinions Gender stereotypes Boys Girls Don’t like study Study more More lazy More concerned More easly influenced More ra=onal Miss school more More auto regulated Less mo=vated to school work More dilligent Constest teachers authority (teachers) More responsible Learn faster (teachers) More passive (teachers)
  15. 15. Dropout and gender: final remarkes •  Students are more aware of gender differences in school failure and dropout than teachers

Dropout is the result of a process by which school converts social inequalities into educational inequalities. What role do gender differences play in it?

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