At-Risk Students in Selected Schools in Zimbabwe: An Ecological Perspective

Autor/inn/en	Mabhoyi, Lloyd Chaurika; Seroto, Johannes
Titel	At-Risk Students in Selected Schools in Zimbabwe: An Ecological Perspective
Quelle	In: South African Journal of Education, 39 (2019), Artikel 1571 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mabhoyi, Lloyd Chaurika) ORCID (Seroto, Johannes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Socioeconomic Influences; At Risk Students; Secondary School Students; Attendance; Graduation Rate; Dropout Rate; Academic Persistence; Low Achievement; Student Attitudes; Family Income; Employment Level; Social Support Groups; Parent Influence; Hygiene; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Sozioökonomischer Faktor; Sekundarschüler; Anwesenheit; Unterdurchschnittliche Leistung; Schülerverhalten; Familieneinkommen; Beschäftigungsgrad; Social support; Soziale Unterstützung; Simbabwe
Abstract	This study investigates the impact of socio-economic conditions on at-risk students in 2 selected Chitungwiza secondary schools in Zimbabwe. At-risk students are characterised by irregular school attendance, high dropout rates, poor grade retention or sustained diminished academic achievement. At-riskness has increased in Zimbabwe's school population since the adoption and subsequent failure of the Economic Structural Adjustment Programme (ESAP), which has contributed to concomitant poor social conditions. A qualitative narrative enquiry on the impact of socio-economic factors on at-risk students explored the life stories of 3 male and 3 female students from each of the 2 selected Chitungwiza secondary schools. Bronfenbrenner's Ecological System Theory, where the individual is viewed as developing within a complex system of relationships, informed the study. Semi-structured interviews with participants, based on the Dan McAdams Framework were used for rich data gathering. The findings confirm the notion that poor socio-economic conditions experienced by families in Zimbabwe make a major contribution to at-riskness in secondary schools. Based on the empirical inquiry, the study recommends family support to enhance the functioning of socio-economically stressed families for the improvement of parent-child relationships/intra-familial relationships towards regular school attendance (The Children's Society, 2013). Further recommendations are presented for a more inclusive educational model to reduce school at-riskness in Zimbabwe. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01