Ortaöğretimde Okul Terki ve Sosyal Sermaye: Nitel Bir Araştırma

Abstract

Öğrencileri okul terkine iten nedenlerin belirlenmesi ve bunlara yönelik önlemlerin alınması eğitim sistemlerindeki öncelikli sorun alanlarından biridir. Bu çalışmanın amacı okul terkinin nedenlerini sosyal sermaye bağlamında incelemektir. Bu doğrultuda herhangi bir örgün lisede eğitim görürken okulu bırakarak açık liseye kayıt yaptırmış öğrencilerle yarı yapılandırılmış görüşmeler yoluyla veriler toplanmıştır. Verilerin analizi sonucunda öğrencinin içinde bulunduğu aile, okul ve topluluk olarak üç alanda kurduğu sosyal ağlar, bu ağlar içinde yer alan kişiler arası güven ve bu ağlarda benimsenen norm ve değerlerden oluşan sosyal sermayenin okul terki sürecinde nasıl bir rol oynadığı incelenmiştir. Bu doğrultuda bulgular aile, okul ve topluluk sermayesi olarak üç başlık altında sunulmuştur. Buna göre özellikle ailenin okula katılımı, okulun aileye katılımı, öğrenci-öğretmen ilişkileri gibi konularda yaşanan sorunların ve okul içi ve dışındaki arkadaş gruplarının olumsuz etkisi gibi sosyal sermaye bağlantılı nedenlerin öğrencinin okul terki sürecinde ön plana çıktığı ifade edilebilir. Bunun sonucunda boylamsal çalışmaların yapılarak okul terki risk gruplarının belirlenmesi, ailenin okula katılımında rehberlik hizmetinin daha işlevsel hale getirilmesi ve özellikle okul terki riskinin yüksek olduğu eğitim kurumlarında akran sosyal sermayesinin olumsuz sonuçlarını en aza indirmek için özellikle akademik personelin öğrenciler ile etkileşimlerinde azalan güveni yeniden sağlayarak öğrencilerin beklentilerini daha kolay anlayabilecekleri yakın sosyal ağlar kurmaları önerilmiştir.

Keywords

• Sosyal sermaye,okul terki,ortaöğretim,lise

Dropout in Secondary Education and Social Capital: A Qualitative Study

Abstract

Identification of the factors leading to school dropout, and measures to prevent it, are among the most pressing problems of education systems. The purpose of this study is to examine the causes of school dropout in the context of social capital. To this end, data were collected through semi-structured interviews with students who dropped out of a formal high school and then enrolled in an open high school. In the study, how the social network formed by the student in three areas (family, school, and community), the trust among people in these networks, and the norms and values adopted in these networks play a role in the dropout process were examined. The findings are presented under three themes: family, school, and community social capital. Problems in family participation in school, the school’s effort to partner with families, teacher-student interactions, and the negative effects of the groups inside and outside the school are identified as emerging factors related social capital in the student’s dropout process. As a result, carrying out longitudinal studies to determine groups at high risk for dropping out, improving school counseling and guidance departments in order to promote school-family partnership, and strengthening the bonds between teachers and students by reestablishing trust to eliminate the negative results of peer social capital in at-risk schools were suggested.

Keywords

• Social capital,school dropout,secondary education,high school

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