Page 246 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
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ear ly school leaving: contempor ary european perspectives
(2002) states that the elements constituting civic competence and citizen-
ship are open to debate. As mentioned, many different definitions can be
found; they include knowledge of the structure and functions of govern-
ment; attitudes to proper political behaviour; and behaviour itself, such as
voting, commitment to society, and, of late, a host of actions that comprise
participation in civil society (e.g. Kymlicka & Norman, 1994). Starks (2010)
argues that civil knowledge and participation are vital for sustaining an or-
dered society (e.g., voting, employment, supporting the local economy, and
going to school with the intention to graduate from high school).
Extracurricular activities have long been identified as one of the ear-
liest manifestations of civic engagement (Sherrod, Flanagan, & Youniss,
2002; Yates & Youniss, 1998). Youniss, McLellan and Yates (1997) pointed
out that such participation allows youth to explore the roles and process-
es central to the successful development of adult civic engagement. They
believe that involvement in extracurricular activities provides adolescents
with opportunities to appreciate the relationship between the rights and
obligations of citizens, and to learn democratic principles, such as solidar-
ity, tolerance, intergroup understanding, and interdependence (Flanagan
& Faison, 2001). Activity participation has been linked to higher academ-
ic achievement and educational attainment (Cooper, Valentine, Nye, &
Lindsay, 1999; Fletcher, Nickerson, & Wright, 2003; Otto, 1975). Adolescents
involved in extracurricular activities have also been shown to have more
academically inclined friends and fewer friends who exhibit risky behav-
iour, such as skipping school and using drugs (Eccles & Barber, 1999), which
are all risk factors for ESL. Mahoney and Cairns (1997) found that involve-
ment in extracurricular activities significantly reduced ESL rates, especial-
ly among at-risk youth. Participation in extracurricular and communi-
ty-based activities assists adolescents in developing their social skills and
acquiring new prosocial peer relationships (Eccles & Barber, 1999), which
are all protective factors regarding ESL. Obradović and Masten (2007) re-
port that active participation has been linked to higher academic achieve-
ment and educational attainment (Fletcher et al. 2003).
Starks (2010) highlights the importance of civic education in relation
to student school dropout as being aware of the importance of a high school
diploma. It is stated that students who lack civic knowledge and educa-
tion are eroding the importance of a high school diploma, which then leads
them to the alternative of ESL. The author believes that one way to reduce
the high ESL levels is to connect education with civic responsibility.
246
(2002) states that the elements constituting civic competence and citizen-
ship are open to debate. As mentioned, many different definitions can be
found; they include knowledge of the structure and functions of govern-
ment; attitudes to proper political behaviour; and behaviour itself, such as
voting, commitment to society, and, of late, a host of actions that comprise
participation in civil society (e.g. Kymlicka & Norman, 1994). Starks (2010)
argues that civil knowledge and participation are vital for sustaining an or-
dered society (e.g., voting, employment, supporting the local economy, and
going to school with the intention to graduate from high school).
Extracurricular activities have long been identified as one of the ear-
liest manifestations of civic engagement (Sherrod, Flanagan, & Youniss,
2002; Yates & Youniss, 1998). Youniss, McLellan and Yates (1997) pointed
out that such participation allows youth to explore the roles and process-
es central to the successful development of adult civic engagement. They
believe that involvement in extracurricular activities provides adolescents
with opportunities to appreciate the relationship between the rights and
obligations of citizens, and to learn democratic principles, such as solidar-
ity, tolerance, intergroup understanding, and interdependence (Flanagan
& Faison, 2001). Activity participation has been linked to higher academ-
ic achievement and educational attainment (Cooper, Valentine, Nye, &
Lindsay, 1999; Fletcher, Nickerson, & Wright, 2003; Otto, 1975). Adolescents
involved in extracurricular activities have also been shown to have more
academically inclined friends and fewer friends who exhibit risky behav-
iour, such as skipping school and using drugs (Eccles & Barber, 1999), which
are all risk factors for ESL. Mahoney and Cairns (1997) found that involve-
ment in extracurricular activities significantly reduced ESL rates, especial-
ly among at-risk youth. Participation in extracurricular and communi-
ty-based activities assists adolescents in developing their social skills and
acquiring new prosocial peer relationships (Eccles & Barber, 1999), which
are all protective factors regarding ESL. Obradović and Masten (2007) re-
port that active participation has been linked to higher academic achieve-
ment and educational attainment (Fletcher et al. 2003).
Starks (2010) highlights the importance of civic education in relation
to student school dropout as being aware of the importance of a high school
diploma. It is stated that students who lack civic knowledge and educa-
tion are eroding the importance of a high school diploma, which then leads
them to the alternative of ESL. The author believes that one way to reduce
the high ESL levels is to connect education with civic responsibility.
246
