Page 146 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 146
ear ly school leaving: contempor ary european perspectives
ESL was also highlighted in a review for the European Commission (2014).
Boudon’s theory of social stratification (Boudon, 1974) can explain these
findings – for individuals from a lower social class the cost of staying at
school is relatively large while at the same time less importance is attrib-
uted to education than among those from high social classes – this makes
education less worthwhile for students from low SES groups and increases
their chances of ESL.
Social capital
Parental education support (e.g. parents have discussions about school and
school performance and give compliments about school performance) is an
important predictor of ESL; having highly supportive parents cuts the risk
of ESL by more than 50% compared to a very unsupportive parent (Traag
& van der Velden, 2008). Brock (2011) also found parental support to be an
important ESL predictor. Home educational support of students in schools
of a similar socioeconomic composition was important for ESL; students
with more educational resources at home were less likely to intend to leave
school than students with fewer home resources in schools with a similar
socioeconomic composition (Houses of the Oireachtas, 2010).
Parental attitudes in the first grade (i.e. conduct expected, mark ex-
pected, education expected) predicted ESL, while the prediction of par-
enting socialisation practices was not significant (Alexander, Entwisle, &
Horsey, 1997). In relation to parental involvement, a metaanalysis (Jeynes,
2005) found a considerable and consistent relationship between paren-
tal involvement and academic achievement (regardless of the measure of
achievement). The relationship held across race and gender. Very interest-
ing findings included that some of the most powerful aspects of parental
involvement were the more subtle ones – those that create the general at-
mosphere. Parental high expectations of school performance and parenting
style and not particular actions (e.g. checking homework, attending school
functions) were significant predictors (ibid.). The European Commission
(2014) in its literature review also found a violent family atmosphere to be
related to an increased risk of ESL. Similarly, Tiko’s study (2008) showed
that the family’s inability to support the child and enable the conditions
for learning (e.g. lack of interest in the child, alcoholism) is one of the key
reasons for students’ underachievement and non-compliance with com-
pulsory schooling. Based on their literature review, Bradshaw et al. (2008)
concluded that the connection to one’s parents has a positive influence
146
ESL was also highlighted in a review for the European Commission (2014).
Boudon’s theory of social stratification (Boudon, 1974) can explain these
findings – for individuals from a lower social class the cost of staying at
school is relatively large while at the same time less importance is attrib-
uted to education than among those from high social classes – this makes
education less worthwhile for students from low SES groups and increases
their chances of ESL.
Social capital
Parental education support (e.g. parents have discussions about school and
school performance and give compliments about school performance) is an
important predictor of ESL; having highly supportive parents cuts the risk
of ESL by more than 50% compared to a very unsupportive parent (Traag
& van der Velden, 2008). Brock (2011) also found parental support to be an
important ESL predictor. Home educational support of students in schools
of a similar socioeconomic composition was important for ESL; students
with more educational resources at home were less likely to intend to leave
school than students with fewer home resources in schools with a similar
socioeconomic composition (Houses of the Oireachtas, 2010).
Parental attitudes in the first grade (i.e. conduct expected, mark ex-
pected, education expected) predicted ESL, while the prediction of par-
enting socialisation practices was not significant (Alexander, Entwisle, &
Horsey, 1997). In relation to parental involvement, a metaanalysis (Jeynes,
2005) found a considerable and consistent relationship between paren-
tal involvement and academic achievement (regardless of the measure of
achievement). The relationship held across race and gender. Very interest-
ing findings included that some of the most powerful aspects of parental
involvement were the more subtle ones – those that create the general at-
mosphere. Parental high expectations of school performance and parenting
style and not particular actions (e.g. checking homework, attending school
functions) were significant predictors (ibid.). The European Commission
(2014) in its literature review also found a violent family atmosphere to be
related to an increased risk of ESL. Similarly, Tiko’s study (2008) showed
that the family’s inability to support the child and enable the conditions
for learning (e.g. lack of interest in the child, alcoholism) is one of the key
reasons for students’ underachievement and non-compliance with com-
pulsory schooling. Based on their literature review, Bradshaw et al. (2008)
concluded that the connection to one’s parents has a positive influence
146
