ERIC Number: ED473473
Record Type: Non-Journal
Publication Date: 2002-Dec
Reference Count: N/A
Boys' Voices of Non-Completion of Secondary School.
As part of a larger, ongoing study, this research examined how Australian boys' early school leaving may be linked to boys' decision-making processes and regional discourses of masculinities. Interviews with 22 boys from three locations (provincial, metropolitan, and rural) in Queensland indicated that commonalities existed across the transcripts of the non-completers. There was a disparity between boys' ideal schooling constructions and their experienced schooling reality. There was a common theme of disaffiliation with school and the perceived negative impact of teachers on boys' school experiences. Some boys often remarked on an unwillingness to accept the strictures, constraints, and disciplines of school, and a number discussed how school failed to provide relevance and meaning. Taking up employment opportunities outside of school provided an opportunity and a legitimate excuse to leave school. Most boys felt that entering the work place allowed them to regain control over their lives and their individual decision-making processes. They seemed to share a view that leaving school and getting a "real" job provided an advantageous head-start for their future. They claimed they were able to learn practical, real skills that could be applied directly to their current employment requirements. However, for the majority of boys, the reality of being employed conflicted with their initial construction of paid work, and some boys indicated feelings of regret at leaving school when they did. (Contains 41 references.) (TD)
Descriptors: Cultural Context, Dropout Attitudes, Dropouts, Educational Attitudes, Entry Workers, Foreign Countries, Locus of Control, Males, Masculinity, Relevance (Education), School Holding Power, Secondary Education, Sex Role, Student Alienation, Teacher Student Relationship
For full text: http://www.aare.edu.au/02pap/har02110.htm.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia