Ortaöğretimde Okul Terki ve Sosyal Sermaye: Nitel Bir Araştırma

Boyacı, Adnan; Öz, Yakup

doi:10.26650/jecs403224

Cited by 9 publications

(7 citation statements)

References 17 publications

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“…Studies within the scope of TES at the high school level also draw similar conclusions. Peer influence and academic failure (Yorğun, 2014), family interference in school, school intervening in family, problems in student-teacher relations, and negative effects of friend groups inside and outside the school stand for SD (Boyacı & Öz, 2018). Along the same lines, the main causes of academic failure, family environment, discipline problems, and social incompatibility (Çakır & Çolak, 2019) and dropout are stressed out as school, environment, family and individual (Taş, et.…”

Section: Discussionmentioning

confidence: 99%

School Dropout Causes in Turkish Education System (2009-2022): A Pareto Analysis by Grade Level

Eranıl

2024

Kuramsal Eğitimbilim

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The aim of this research is to examine the reasons for school dropout occurring at varying education levels in the Turkish education system (TES). In this direction, research on school dropout pertaining to TES has been targeted. The systematic data analysis method was used in the research. 47 studies suitable for the purposes of the study were analyzed through content analysis. A total of 290 coding processes were carried out. According to the results of the research, the family factor comes to the fore in the causes of school dropout in primary education in TES. The inadequacy of families’ financial situation and low interest in education are effective. At the high school level, students' academic failure, absenteeism, peer pressure, and indifference of families appear as the causes of school dropouts. In higher education, difficulties learners experience in adapting to novel social environments, academic failure, financial problems and the thought of being a misfit for the selected department seem to be amongst the causes of school dropout. In the other group, the reasons of dropping out are determined as academic failure, financial difficulties, early marriages, dislike of school, indifference of family, negative effects of friend groups and indifference towards school.

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Section: Discussionmentioning

confidence: 99%

School Dropout Causes in Turkish Education System (2009-2022): A Pareto Analysis by Grade Level

Eranıl

2024

Kuramsal Eğitimbilim

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“…In educational research, the tendency to pick out individuals isolated from their social ties and to put the responsibility of academic achievement and school integration (in relation to school dropouts) on these same individuals falsely represents the issue since agents never have the chance to calculate every possible outcome and maximize their possible gains at a critical departure point. A recent paper, for example, falsely discusses this as a "lack of values" of parents and students in relation to school dropouts in Turkiye (Boyacı & Öz, 2018). Bourdieu argues habitus as a relational and a mediating concept, suggesting that habitus relates first and foremost to fields that consist of social spaces that are unequally structured according to social classes.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

How Familial Cultural Capital Affects High-School Students’ Future Expectations: Two Cases of Anatolian High Schools in Istanbul

Aşer¹

2021

iar

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This study focuses on how Anatolian high school students anticipate their future considering upcoming university placement examinations and relatedly prospective career paths. Theoretical framework rests on Bourdieu's concept of cultural capital and Annette Lareau & Elliot B. Weininger's (2003) elaboration of the concept as familial cultural capital. Lareau & Weininger expand/relocate the concept of cultural capital, considering parental involvement in children's flourishing of new skills, managing time effectively, and communicative skills such as confronting authority figures with a more entitled and self-directed way at educational settings. Lareau & Weininger attribute these tendencies to advantaged middle-class families. In another study, Annette Lareau ( 2003) also coins the term concerted cultivation. The term exemplifies upper-middle class families' parenting style, their close interest in their children's curricular and extra-curricular activities. Considering differences between middle-class and working-class home environments, Lareau discusses working-class families' distinct parental world from their kids and middle-class families' negotiation-based interaction between family members, which encourages children's entitlement and self-direction at other interactions. In this study, I suggest considering another aspect of parental involvement in children's education which represents a normative framing about future expectations amongst students coming from lower social class backgrounds. Additionally, I discuss how, despite their social class background, mothers play an influential role in children's education confirming traditional reproduction roles. I present excerpts from a qualitative study, consisting of interviews and field notes from short ethnographic observations. I discuss a crucial difference between students coming from advantageous families and those that come from lower class families, regarding in-depth information about prospective careers, their extracurricular skills, and disadvantaged students' adoption of guaranteed career paths.

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“…Additionally, setting high career expectations for a child by the school or family can also increase the likelihood of dropout (Ferreira et al, 2007). Boyacı and Öz (2018), who analyzed family expectations within the scope of social capital, stated that social capital-related reasons such as family involvement in the school, school involvement in the family, problems in student-teacher relations, and the negative impact of peer groups inside and outside the school come to the forefront in the student dropout process.…”

Section: Literature Related To School Dropoutmentioning

confidence: 99%

Career and Educational Experiences of School Dropouts with Low Socioeconomic Status and High Hopelessness Level

Koç,

Ulaş Kılıç

2024

BEDU

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The aim of this study is to investigate in depth the school experiences and career status and choices of individuals who are school dropouts with low socioeconomic level and high hopelessness levels to this end, Consensual Qualitative Research, a qualitative data analysis method, was used. A total of 10 school dropouts participated in the study. Preliminary findings showed that female students who dropped out of school could not be accessed by routes like Skype. The study revealed that dropping out of school influences the career development of participants. Furthermore, the following domains related to school dropout emerged through the data analysis: (a) reasons for school dropout and (b) career process and choices.

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Ortaöğretimde Okul Terki ve Sosyal Sermaye: Nitel Bir Araştırma

Abstract: Bu çalışmaya ilişkin ilk analiz bulguları aynı başlık altında 7-9 Mayıs 2015 tarihleri arasında Gaziantep'te düzenlenen 10. Ulusal Eğitim Yönetimi Kongresinde sunulmuştur.

Cited by 9 publications

References 17 publications

School Dropout Causes in Turkish Education System (2009-2022): A Pareto Analysis by Grade Level

School Dropout Causes in Turkish Education System (2009-2022): A Pareto Analysis by Grade Level

How Familial Cultural Capital Affects High-School Students’ Future Expectations: Two Cases of Anatolian High Schools in Istanbul

Career and Educational Experiences of School Dropouts with Low Socioeconomic Status and High Hopelessness Level

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