Inequality in social capital: social capital, social risk and drop-out in the Turkish education system

Cemalcılar, Zeynep; Gökşen, Fatoş

doi:10.1080/01425692.2012.740807

Cited by 50 publications

(39 citation statements)

References 24 publications

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“…However, what is more pronounced in the reviewed studies is a focus on Roma early school leavers in Bosnia and Herzegovina, Croatia, Slovenia, Montenegro and Serbia, and on girls and returnees in Bosnia and Herzegovina, whereby girls have been identified as more at‐risk. This is a finding which stands out in the EU context, with the exception of Bulgaria, Romania and Turkey where we also find a higher incidence of ESL among girls (Cemalcilar & Goksen, ; Nevala & Hawley, ). In addition, the reviewed studies tend to emphasise individual and family characteristics rather than education and broader societal issues in constructing ESL.…”

Section: Resultssupporting

confidence: 74%

“…The review shows that there seems to be a research bias towards quantitative methodology, although there are also selected examples of mixed methods studies. This pronounced quantitative dimension can also be observed in many other international ESL studies (Cemalcilar & Goksen, ; Markussen, Froseth & Sandberg, ; Traag, van der Velden, ; O'Connell & Freeney, ), in opposition to research by authors such as Smyth and Hattam () according to whom qualitative, ‘voiced’ research is required to understand the process of dropping out from school.…”

Section: Esl In Selected See Countriesmentioning

confidence: 76%

“…According to Nevala and Hawley (), the exceptions to this trend are Bulgaria and Romania. Cemalcilar and Goksen () also find that in Turkey there are more females than males in the drop‐out group. In terms of specificities of ESL in selected SEE countries, the case of returnees and the gender dimension of ESL in Bosnia and Herzegovina can be considered a minority finding in the broader ESL literature.…”

Section: Esl In Selected See Countriesmentioning

confidence: 91%

“…Terms include dropout , push‐out , pull‐out , ease‐out , fade‐out , opt‐out and early school leaving . This terminological range is also encapsulated in Southeast Europe where early departure , non‐completion , dropping‐out and leaving are some of the terms used to name the process of pupils not completing the pre‐tertiary educational level they have enrolled in; a cause for concern reflected in a myriad of international research articles and policy reports written on this topic (Cemalcilar & Goksen, ; Markussen, Froseth & Sandberg, ; Traag & van der Velden, ; O'Connell & Freeney, ; EC, ; Marks, ; EC, ). Commonalities shared by these texts include recognition of the importance of reducing early school leaving (ESL) rates, a consensus on factors impacting ESL and a (fairly) similar palette of policy solutions to address them.…”

Section: Introductionmentioning

confidence: 99%

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Is There Anything Specific about Early School Leaving in Southeast Europe? A Review of Research and Policy

Jugović¹,

Doolan²

2013

Euro J of Education

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Studies on early school leaving (ESL) from countries such as Bosnia and Herzegovina, Croatia, Montenegro, Serbia and Slovenia have been missing from the international early school leaving research map. As a contribution to remedying this, the article reviews research papers and strategic documents from these countries, guided by the general question whether there is anything specific about ESL in this region in comparison to the wider European research and policy context. The aspects of ESL examined include definitional similarities and differences, extent of ESL, dominant theoretical and methodological approaches, factors identified as impacting ESL as well as policy solutions. We find that Croatia and Slovenia are among the countries which have the lowest ESL rates in Europe. The findings of the reviewed research studies correspond to international research papers in terms of the following frequent risk factors for ESL: low economic and cultural family background, ethnic minority and migration status, type of school enrolled and motivation and academic achievement. There is a strong focus on Roma children early school leavers in all of the countries examined and Bosnia and Herzegovina stands out in the broader European context with the finding that girls from large, low socio‐economic status families, who live more than three kilometres away from school, are at particular risk of ESL. In discussing ESL, the reviewed studies tend to emphasise individual and family characteristics rather than also broader social constraints as ESL determinants, a practice also reflected in policy documents which do not mention the role of broader social and economic conditions shaping early school leaving.

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Section: Resultssupporting

confidence: 74%

Section: Esl In Selected See Countriesmentioning

confidence: 76%

Section: Esl In Selected See Countriesmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Is There Anything Specific about Early School Leaving in Southeast Europe? A Review of Research and Policy

Jugović¹,

Doolan²

2013

Euro J of Education

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“…Examples of social capital are social relations such as friendships, trust relationships, business relationships or memberships in groups, organisations or professional associations (see Maloney and van Deth 2010;Christoforou 2011;Freitag and Kirchner 2011;Cemalcilar and Gökşen 2014). Social networks play a crucial role in the path to economic self-sufficiency (Lorenzini and Giugni 2012), as they influence the individual's perception of opportunities and thereby conditions, for example, an individual's decision to pursue self-employment (Davidsson and Honig 2003;Jagannathan et al 2017;Rapp et al 2018).…”

Section: Conceptual Considerations For Surveying Two Generationsmentioning

confidence: 99%

Perceived economic self-sufficiency: a country- and generation-comparative approach

Tosun

Arco-Tirado²,

Caserta

et al. 2018

Eur Polit Sci

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A systematic review of the literature on the causes of early school leaving in Africa and Asia

Momo

Cabus

Witte

et al. 2018

Review of Education

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This paper systematically reviews the literature on the causes of leaving school early in Africa and Asia. Despite the improvement in primary school enrolment in the developing countries by 2015, the persistence of school dropout, however, renders this improvement almost insignificant. This leads to the necessity of observing the prolonged determinants of dropping out from school amid the current global development efforts to improve educational attainment in these countries. For this purpose, we review 43 articles in this study. These articles are peer‐reviewed publications on the causes of early school leaving or school dropout in Africa and Asia, from the year 2001 to present (2018). A great number of causes are found to be linked to the reason for leaving school early. However, the most common causes for early school leaving include lack of income, parents’ education and employment status, living in a single‐parent household, being a illegitimate child, age, region of residence and school performance. Specifically, for Asia, immigration and ethnicity are important factors. This paper recommends that policies to prevent early school leaving require multi‐perspective targeting, involving individual, school, community and family. For instance, attention needs to be drawn to the effective trickling down of necessary school provisions and other contemporary societal provisions to all communities. There is also need for improved individual and family awareness on the positive impact of education as well as the dangers of certain cultural beliefs.

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Inequality in social capital: social capital, social risk and drop-out in the Turkish education system

Cited by 50 publications

References 24 publications

Is There Anything Specific about Early School Leaving in Southeast Europe? A Review of Research and Policy

Is There Anything Specific about Early School Leaving in Southeast Europe? A Review of Research and Policy

Perceived economic self-sufficiency: a country- and generation-comparative approach

A systematic review of the literature on the causes of early school leaving in Africa and Asia

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