Why Do Extracurricular Activities Prevent Dropout More Effectively in Some High Schools than in Others? A Mixed-Method Examination of Organizational Dynamics

Autor/inn/en	McCabe, Julie; Dupéré, Véronique; Dion, Eric; Thouin, Éliane; Archambault, Isabelle; Dufour, Sarah; Denault, Anne-Sophie; Leventhal, Tama; Crosnoe, Robert
Titel	Why Do Extracurricular Activities Prevent Dropout More Effectively in Some High Schools than in Others? A Mixed-Method Examination of Organizational Dynamics
Quelle	In: Applied Developmental Science, 24 (2020) 4, S.323-338 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Denault, Anne-Sophie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2018.1484746
Schlagwörter	Extracurricular Activities; Dropout Prevention; Outcomes of Education; High School Students; Foreign Countries; School Effectiveness; Academic Persistence; Socioeconomic Status; Educational Finance; Educational Resources; School Holding Power; Admission Criteria; Access to Education; Canada + Suchen Sie Ihr Suchwort? Außerunterrichtliche Aktivität; Lernleistung; Schulerfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Schuleffizienz; Socio-economic status; Sozioökonomischer Status; Bildungsfonds; Bildungsmittel; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Education; Access; Bildung; Zugang; Bildungszugang; Kanada
Abstract	This study describes policies and practices implemented in 12 high schools (Quebec, Canada) that more or less effectively leveraged extracurricular activities (ECA) to prevent dropout among vulnerable students. Following an explanatory sequential mixed design, three school profiles ("Effective," "Ineffective," and "Mixed") were derived based on quantitative student-reported data. Qualitative interviews with frontline staff revealed that in "Effective" schools, ECA had a unique overarching goal: to support school engagement and perseverance among all students, including vulnerable ones. Moreover, in these schools staff had access to sufficient resources--human and material--and implemented inclusive practices. In "Ineffective" schools, ECA were used as a means to attract well-functioning students from middle-class families, and substantial resources were channeled toward these students, with few efforts to include vulnerable ones. Schools with a "Mixed" profile had both strengths and weakness. Recommendations for school-level policies that bolster ECA's ability to support students' perseverance are provided. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01