"… It's Like the Immigrants Stick Together, the Stupid Ones, and the Ones Who Want to Learn Something": Dynamics of Peer Relations, Social Categories, and Dropout in Vocational Educational Training

Autor/in	Grønborg, Lisbeth
Titel	"… It's Like the Immigrants Stick Together, the Stupid Ones, and the Ones Who Want to Learn Something": Dynamics of Peer Relations, Social Categories, and Dropout in Vocational Educational Training
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 28 (2015) 5, S.514-532 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2014.933912
Schlagwörter	Foreign Countries; Vocational Education; Peer Relationship; Dropouts; Ethnicity; Social Structure; Classification; Identification; Field Studies; Auto Mechanics; Secondary School Students; Qualitative Research; Semi Structured Interviews; Denmark + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Peer-Beziehungen; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ethnizität; Sozialstruktur; Classification system; Klassifikation; Klassifikationssystem; Identifikation; Identifizierung; Praxisforschung; Sekundarschüler; Qualitative Forschung; Dänemark
Abstract	This paper discusses how student identities are constituted through social categories and how this affects students' educational trajectories. Dropout is often described as a sudden event but this paper demonstrates how dropping out is a long-term process involving social interactions between the students. It is based on a field study in which the author was enrolled as a student at the car mechanic program at a vocational education and training school. The various social categories emerge in contrast with each other and have fundamental influences in defining the students' scope of action. Divisions between the students were based on discourses of "ethnicity" and "seriousness." Four portraits of individual students, each belonging to a different peer group, are presented to describe the individual level of the peer-related dropout processes. The discussion calls for awareness of reproducing effects of taken-for-granted logics and discriminatory practices and for including identity-related perspectives on peer relations, when studying dropout. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01