How dropouts experience schooling

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dc.contributor.authorBristowe, Elizabeth Anneen_US
dc.date.accessioned2024-08-13T00:06:09Z
dc.date.available2024-08-13T00:06:09Z
dc.date.copyright1971en_US
dc.date.issued1971
dc.degree.departmentFaculty of Education
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractIn order to determine the constituents of the experience of dropping out of school, a phenomenological analysis was made of the responses of twenty high school dropouts to a questionnaire regarding their experience of school before deciding to leave. Results of the present study support existing literature and research which suggest that attention be directed towards school internal factors; students expressed a need for autonomy, feelings of futility and boredom, conflict with teachers and administration, disillusionment with intellectual dishonesty, and concern that school was an inappro­priate place for personal growth. Little or no concern was expressed over school external factors such as finding work or getting married.en
dc.format.extent58 pages
dc.identifier.urihttps://hdl.handle.net/1828/17089
dc.rightsAvailable to the World Wide Weben_US
dc.titleHow dropouts experience schoolingen_US
dc.typeThesisen_US

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