Neglected aspirations

Carrasco, Sílvia; Pedro, Laia Narciso; Bertran-Tarrés, Marta

doi:10.4324/9781315170404-12

Cited by 3 publications

(3 citation statements)

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“…Even though the youths analysed embody the main risk factors of ELET in Spain, namely being a working-class male of immigrant origin (Carrasco et al, 2018), their educational-training itineraries reflect and contradict the existing negative imaginary of them. Even though many of the factors that expel them from secondary education are shared by other working-class boys and immigrant youths from other places, which can also be interpreted as having strong masculinities, the importance of the notion of a vast cultural gap between Black Africa and Europe acts as a specific factor.…”

Section: Discussion and Final Reflectionsmentioning

confidence: 99%

“…Aunque los casos de los jóvenes analizados encarnan los principales factores de riesgo de ATEF en España, ser varón, de clase trabajadora y de origen inmigrante (Carrasco et al, 2018), sus itinerarios educativos-formativos responden y contradicen el imaginario negativo que recae sobre ellos. Si bien buena parte de los factores que los expulsan de la educación secundaria son compartidos por otros chicos de clase obrera, o con jóvenes de otros orígenes migratorios, que también deben interpretar masculinidades fuertes , el peso del imaginario de una gran distancia cultural entre África negra y Europa actúa como un elemento específico.…”

Section: Discusión Y Reflexiones Finalesunclassified

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West African boys and early school leaving: persistence as counternarrative (Chicos negroafricanos y abandono escolar: la persistencia como contra-narrativa)

Pedro

Carrasco

2021

Culture and Education

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Black students' are considered a group that has been widely studied in the international literature, but their educational situation in Spain has hardly been addressed. Based on an ethnography conducted in the Barcelona metropolitan region, this article examines experiences and educational trajectories of working-class black boys who are the sons of immigrants from West Africa. The research is framed within the European project Reducing Early School Leaving in Europe (RESL.eu), which has used a mixed methodology, longitudinal and comparative, to research the risk and protective factors of early school leaving in nine countries. The study also reveals how their supposed higher school leaving rate is challenged by the specificity of their trajectories, which emerge as a counternarrative of this group of youths as opposed to the hegemonic perspective of deficit from which they are often imagined. The results also warn about the need to review the usefulness of the standardized measures of Early Leaving of Education and Training (ELET) in youths aged 18 to 24.

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Section: Discussion and Final Reflectionsmentioning

confidence: 99%

Section: Discusión Y Reflexiones Finalesunclassified

West African boys and early school leaving: persistence as counternarrative (Chicos negroafricanos y abandono escolar: la persistencia como contra-narrativa)

Pedro

Carrasco

2021

Culture and Education

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“…His conclusions are clear: "the higher a student's track, the more effort she or he exerts" (2005, p. 43): effort tends to be demanded and valued more intensely in the more advanced groups, which is why it is a mistake to consider this effort as the sole responsibility of the student. linguistic ones 10 ) and gaps that lead to discouragement and disengagement (Carrasco, Narciso, & Bertran, 2018;Carrasco, Ruiz-Haro & Bereményi, 2018).…”

Section: Student-teacher Relational Dynamics Cultural Diversity and S...mentioning

confidence: 99%

An ethnographic approach to school engagement in immigration contexts: the role of sociability dynamics

Ballestín González

2023

Perifèria

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This article reviews some key contributions based on ethnographic and qualitative research on the school engagement experiences and dynamics of children living in contexts of ethno-cultural diversity and social inequality shaped by migration flows. More concretely, it is analysed the impact of school climate and sociability dynamics (both between pupils and adults, and among peers). We argue that the attentive incorporation of the ethnographic perspective in this field is essential and enriches both theoretically and methodologically the traditional psychological approaches from which the concept of school attachment has been approached and measured.

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An endogenous analysis of early school leaving in Spain: The role of gender and regional inequalities

Bayón-Calvo

Lucas-García

Gómez-García

2021

Euro J of Education

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Early school leaving is a major social problem and a socio‐political priority in knowledge‐based societies, especially in southern European countries that have a tendency for comparatively high dropout rates. The literature has focused strongly on the exogenous factors that cause students to leave school early. Meanwhile, endogenous factors, such as scholastic performance, educational attainment or the holistic needs of students are also important to consider. Early school leaving represents the culmination of a process of disengagement; this article analyses some of the endogenous factors behind it. To this end, we compare early school leaving with educational results from previous stages. We focus on regional and gender inequalities in Spain, where early school leaving rates are the highest in the European Union. The results confirm the correlation between weak scholastic performance and early school leaving. They also reveal that regional and gender imbalances persist.

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Neglected aspirations

Cited by 3 publications

References 0 publications

West African boys and early school leaving: persistence as counternarrative (Chicos negroafricanos y abandono escolar: la persistencia como contra-narrativa)

West African boys and early school leaving: persistence as counternarrative (Chicos negroafricanos y abandono escolar: la persistencia como contra-narrativa)

An ethnographic approach to school engagement in immigration contexts: the role of sociability dynamics

An endogenous analysis of early school leaving in Spain: The role of gender and regional inequalities

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