Show simple item record

dc.contributor.authorGarcía Carrión, Rocío
dc.contributor.authorMolina, Fidel
dc.contributor.authorMolina Roldán, Silvia
dc.date.accessioned2019-06-07T12:58:12Z
dc.date.available2019-06-07T12:58:12Z
dc.date.issued2018
dc.identifier.issn1367-6261
dc.identifier.issn1469-9680
dc.identifier.urihttp://hdl.handle.net/10459.1/66428
dc.description.abstractThis 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.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherTaylor & Francis
dc.relation.isformatofVersió postprint del document publicat a: https://doi.org/10.1080/13676261.2017.1406660
dc.relation.ispartofJournal of Youth Studies, 2018, vol. 21, núm. 5, p. 701-716
dc.rights(c) Taylor & Francis, 2018
dc.subjectSociología de la Educación
dc.subjectNueva Sociología de la Infancia
dc.subjectSociología de la Educación Física
dc.subjectCalidad de vida
dc.subjectMetodologia mixta
dc.subjectSecondary education
dc.subjectCommunity involvement
dc.subjectFamily participation
dc.subjectDisadvantaged youth
dc.titleHow do vulnerable youth complete secondary education? The key role of families and the community
dc.typeinfo:eu-repo/semantics/article
dc.date.updated2019-06-07T12:58:12Z
dc.identifier.idgrec028655
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.identifier.doihttps://doi.org/10.1080/13676261.2017.1406660


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record