Patterns and Perceptions in Male Secondary School Dropouts in the United Arab Emirates

Ridge, Natasha; Farah, Samar; Shami, Soha

doi:10.18502/aqf.0107

Cited by 9 publications

(5 citation statements)

References 24 publications

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“…In local student retention studies, Daleure (2011) completed a study of 294 male Emirati students at a HCT college and found that the key persistence factors at college were parental support, students' own dreams of continuing education, and the perceived quality of post-secondary education institutions within the UAE vis-à-vis study opportunities abroad; this supports many of Tinto's findings. Ridge et al (2013) found that the process of dropping-out from government schools in the UAE is associated with low socio-economic background, poorly educated and/or uninvolved parents, and de-motivating school experiences marked by unsupportive teachers and disruptive peers.…”

Section: Student Retentionmentioning

confidence: 99%

The Cultural Border Crossing Index: implications for higher education teachers in the UAE

Hatherley-Greene

2014

Learning and Teaching in Higher Education: Gulf Perspectives

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Student transitions from secondary to tertiary education have attracted global attention as universities and colleges of higher education seek to improve student retention. Over the course of one academic year, I documented the transitional experiences of first-year male Emirati students at a college of higher education in a rural location of the United Arab Emirates (UAE). In this paper I describe four categories of cultural border crossing experiences – smooth, managed, difficult, and impossible – with easier and smoother crossing experiences associated with close congruency (related to the students’ self-perceived attitude and scholastic preparedness as broadly reflected in their competence in their second language, English) between the predominantly Arabic life-world associated with Emirati families and government schooling and the dominant Western/English language culture in institutes of higher education. Additionally, I describe and evaluate students’ cultural border crossing experiences with some Foundation program faculty, finding that those teachers who developed a classroom culture based on Kleinfeld’s (1975) notion of ‘warm demandingness’ and caring rapport-building appeared to have the most positive impact upon the students. Implications from this research have the potential to positively impact both the student and faculty classroom experience in the Gulf tertiary classroom, in addition to improving overall student retention rates.

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Section: Student Retentionmentioning

confidence: 99%

The Cultural Border Crossing Index: implications for higher education teachers in the UAE

Hatherley-Greene

2014

Learning and Teaching in Higher Education: Gulf Perspectives

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“…Buckner’s (2018) analysis of the UAE’s 2015 PISA scores prompted a call for a learning focus that capitalizes on male interests and fostering a warm and welcoming environment where boys are physically and emotionally secure. Safety in schools and classrooms remains an issue, with cases of bullying not only found in student populations, but with and between teachers as well as parents (OECD, 2016, 2020; Ridge et al, 2013).…”

Section: Recommendationsmentioning

confidence: 99%

The PISA performance gap between national and expatriate students in the United Arab Emirates

Marquez

Lambert

Ridge³

et al. 2022

Jnl of Research in Internatl Education

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In most education systems, students with an immigrant background perform worse academically than do native students. However, in the United Arab Emirates (UAE) differences emerge in the opposite direction and the national-expatriate gap in academic performance is equivalent to almost three years of schooling. This gap is a concern in the UAE, where national students mainly attend public schools while expatriates mostly attend private schools. In this study, to investigate the performance gap between national and expatriate students we estimate group differences and conduct linear regression analysis using data from the 2018 Programme for International Student Assessment. Results show that the gap varies by emirate and country of origin, and is greater among boys, better-off students and those attending private schools. Between 33% and 47% of this gap is explained by school type, whether public or private. We offer recommendations for the UAE that may also be useful for other high expatriate recruiting nations in development; however, in a country characterized by 85% expatriates and a maturing education policy, challenges remain.

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“…Factors related to individuals that could lead to dropout relate to characteristics and experiences both within and outside the school. They include such factors as student's academic achievements, retention, absenteeism, participation, and engagement in school activities, being motivated and social interaction with peers (Ridge et al, 2013;Abilgaziyeva et al, 2018). However, within the context of the individual learner, poor academic achievement has been found to be the strongest factor determining the student's intention to remain in school or to quit (Lee & Burkam 2003;Ahmad & Ahmad, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Determinants of Middle Class School Dropout Among Boys in the Riyadh Province of Saudi Arabia

Alabdulrazaq

Mutalib

Abdullah

2019

HSSR

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Purposes: This study examines the determinants of middle-income school dropouts in Saudi Arabia. The determinants of dropouts are fairly similar across many countries worldwide and this has made the issue of dropouts a global phenomenon. However, the situation in Gulf countries is different because these countries accord special treatment to male children but not to female children. This directly affects the educational pursuit of male children in the region. Saudi Arabia was empirically studied and a sample of 360 respondents was investigated. The respondents were drawn randomly from each of the 11 secondary night schools. Methodology:The method used for analysis in this study was a combination of descriptive statistics involving crosstabulations and simple multivariate logistic regression. The results showed that the majority of the dropouts are aged between 15 and 32 years. Results:The regression results showed that absenteeism, educational targets, and value have a significant relationship with school completion. These results may be connected to the findings of the Dubai School of Government in 2011, which indicated that male pursuit of employment opportunities was of greater significance in achieving social and economic mobility compared to educational achievement. This suggests that Saudi males prioritize employment opportunities over educational achievements. Implications/Applications: On the other hand, there are also those who place value on education and will make the effort to complete their school education in Saudi Arabia. Novelty/Originality: Thos finding reveals a significant correlation between school completion and educational value. The implication is that male student who values education are more likely to complete school in comparison with those who do not value education. Efforts must be intensified to promote retention and create awareness among the young people of the benefits of education in the long run.

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Patterns and Perceptions in Male Secondary School Dropouts in the United Arab Emirates

Cited by 9 publications

References 24 publications

The Cultural Border Crossing Index: implications for higher education teachers in the UAE

The Cultural Border Crossing Index: implications for higher education teachers in the UAE

The PISA performance gap between national and expatriate students in the United Arab Emirates

Determinants of Middle Class School Dropout Among Boys in the Riyadh Province of Saudi Arabia

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