'Education Comes Second to Surviving': Parental Perspectives on Their Child/ren's Early School Leaving in an Area Challenged by Marginalisation

Autor/inn/en	Doyle, Gavin; Keane, Elaine
Titel	'Education Comes Second to Surviving': Parental Perspectives on Their Child/ren's Early School Leaving in an Area Challenged by Marginalisation
Quelle	In: Irish Educational Studies, 38 (2019) 1, S.71-88 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keane, Elaine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2018.1512888
Schlagwörter	Parent Attitudes; Dropouts; Trauma; Urban Areas; Public Housing; Exit Examinations; Disadvantaged Schools; Poverty Areas; Parent School Relationship; Social Bias; Parent Participation; Faculty Development; Foreign Countries; Social Class; Social Differences; Teacher Expectations of Students; Antisocial Behavior; Educational Attitudes; Elementary Secondary Education; Equal Education; Ireland + Suchen Sie Ihr Suchwort? Elternverhalten; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Urban area; Stadtregion; Sozialer Wohnungsbau; Final examination; Abschlussprüfung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternmitwirkung; Ausland; Social classes; Soziale Klasse; Sozialer Unterschied; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Irland
Abstract	This paper examines early school leaving from the perspective of parents of early school leavers in an inner-city local authority housing estate in the Republic of Ireland living with the challenges of significant marginalisation. While the vast majority of post-primary pupils now sit a Leaving Certificate examination, and improvements in school retention rates have also been found in 'disadvantaged' schools in recent years, a disproportionate number of those leaving school early come from lower socio-economic backgrounds. Through in-depth, semi-structured, interviews, this qualitative study examined the perspectives of nine parents of early school leavers about the factors contributing to young people from this area leaving school early. This article focuses on three aspects of the findings through which the parent participants framed their views on early school leaving; (1) feeling let down by school, and (2) being stigmatised being from a 'disadvantaged' area, and (3) dealing with life traumas. For the participants, these factors significantly constrained their child/ren in engaging with education. The findings are examined through an interrogation of the shaping impact of social class and 'place'. Recommendations include specific professional development for educators in challenging contexts about the impact of trauma and socio-demographical positionality on educational engagement and outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01