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Please use this identifier to cite or link to this item:
http://hdl.handle.net/1974/5696
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| Title: | Losing Touch: The Early School Leaving of Four Young Portuguese-Canadian Men |
| Authors: | Fonseca, Susana |
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| Keywords: | early school leaving
at-risk
secondary school
youth |
| 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 |
| URI: | http://hdl.handle.net/1974/5696 |
| Appears in Collections: | Education Graduate Theses
Queen's Theses & Dissertations
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