School (Dis)engagement and Support Processes in Secondary Education by Class and Origin in a Local Community of the Barcelona Metropolitan Area

Authors

DOI:

https://doi.org/10.7203/RASE.13.4.18044

Keywords:

Early leaving from education and training (ELET), school engagement, academic orientation, guidance resources, inmigration, social class

Abstract

The Early leaving from education and training (ELET) affects one in five young people between ages of 18 and 24 (Eurostat, 2019), with significant differences by sex and social class, and even greater by national origin. This article analyzes the impact of social class and origin in the key factors of school (dis)engagement as well as the relevance of the processes of school and local accompaniment in educational transitions. This work is part of one of the two spin-offs carried out in the municipalities of Sabadell and El Prat de Llobregat from the FP7 project Reducing Early School Leaving in Europe (RESL.eu, 2013-2018), focusing on data obtained in the latter. In addition to confirming differences by social class and national origin, our results underline the impact that guidance and counselling practices have on these students in schools and in out-of-school local resources and their articulation with school engagement to promote transitions to post-compulsory education stages. 

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Author Biographies

Jordi Pàmies Rovira, Universitat Autònoma de Barcelona

Profesor agregado del Departamento de Teorías de la Educación y Pedagogía Social de la Universitat Autònoma de Barcelona. 

Angelina Sánchez-Martí, Universitat Autònoma de Barcelona

Profesora lectora Serra Húnter del Departamento de Pedagogía Aplicada de la Universitat Autónoma de Barcelona, en el área de Métodos de Investigación y Diagnóstico en Educación.

Silvia Carrasco Pons, Universitat Autònoma de Barcelona

Profesora titular del Departamento de Antropología Social y Cultural de la Universitat Autònoma de Barcelona.

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Published

2020-09-29

How to Cite

Pàmies Rovira, J., Sánchez-Martí, A., & Carrasco Pons, S. (2020). School (Dis)engagement and Support Processes in Secondary Education by Class and Origin in a Local Community of the Barcelona Metropolitan Area. Revista De Sociología De La Educación-RASE, 13(4), 487–506. https://doi.org/10.7203/RASE.13.4.18044
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