QSpace at Queen's University >
Theses, Dissertations & Graduate Projects >
Queen's Theses & Dissertations >
Please use this identifier to cite or link to this item:
|Title: ||Losing Touch: The Early School Leaving of Four Young Portuguese-Canadian Men|
|Authors: ||Fonseca, Susana|
|Keywords: ||early school leaving|
|Issue Date: ||2010|
|Series/Report no.: ||Canadian theses|
|Abstract: ||Early school leaving continues to be an issue that garners much attention from administrators, educators, and academics. In this study I review the existing literature on risk factors relating to early school leaving while examining the role of social context on educational aspirations and expectations. Research findings (Alberta Learning, 2001; Ferguson, Tilleczek, Boydell, & Rummens, 2005; Satchwell, 2004) show that early school leaving is a long process of disengagement that arises from multiple factors associated with experiences both inside and outside of school. In this study I carry out a qualitative analysis of both school and non-school related risk factors deemed to be significant to the early leaving of four young Portuguese-Canadian men.
Their stories attest to the complexity of the phenomenon as they affirm the impact of both school and non-school related factors on early school leaving such as irrelevant curriculum, learning community, socio-economic status, and social context. In recounting their stories, and analyzing them through Bourdieu and Passeron’s (1979) understanding of “cultural capital” and “habitus,” I provide insights in this study into how administrators, educators and policymakers, alike may make learning more meaningful and authentic in order to curb early school leaving.|
|Description: ||Thesis (Master, Education) -- Queen's University, 2010-05-29 09:54:48.856|
|Appears in Collections:||Education Graduate Theses|
Queen's Theses & Dissertations
Items in QSpace are protected by copyright, with all rights reserved, unless otherwise indicated.