The Roles Second Chance Education Can Play as a Learning Environment: A Qualitative Study of 'Drop-In' Students
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| Title: | The Roles Second Chance Education Can Play as a Learning Environment: A Qualitative Study of 'Drop-In' Students |
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| Language: | English |
| Authors: | Lana Van Den Berghe (ORCID |
| Source: | International Journal of Lifelong Education. 2024 43(2-3):113-126. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Educational Environment, Reentry Students, Dropout Research, Dropouts, Dropout Programs, Adults, Social Bias, Educational Attainment, Social Influences, Student Attitudes, Adult Students, Role Theory, Career Development, Foreign Countries |
| Geographic Terms: | Belgium |
| DOI: | 10.1080/02601370.2024.2320728 |
| ISSN: | 0260-1370 1464-519X |
| Abstract: | In current Western societies, the number of students dropping out of school is high. At the same time, the importance of education leads to an increase in Second Chance Education (SCE) initiatives as an alternative way to obtain a degree. Little is known about the roles SCE can play as a learning environment for students "'dropping in'" beyond mere degree attainment. Therefore, this study aims to shed light on these roles by exploring the dropout experiences of drop-in students and the underlying reasons for enrolling in SCE. This study involves in-depth interviews with 28 drop-in students (M[subscript age]= 30.0). The findings reveal that not obtaining a degree could be a traumatic event, resulting in challenges such as stigmatisation, discrimination, and social pressure. Based on these experiences, SCE students articulated reasons for enrolling in SCE, including self-actualisation, improved occupational and educational opportunities, and social confirmation by significant others. Overall, this study identified three roles SCE can play for drop-in students, including serving as "a new start", "a tool/in-between phase" and "a way to finish unfinished business." These findings call for a more nuanced perspective on education and highlight the importance of reconsidering the individualistic perspective on success and failure in education. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1427170 |
| Database: | ERIC |
| Abstract: | In current Western societies, the number of students dropping out of school is high. At the same time, the importance of education leads to an increase in Second Chance Education (SCE) initiatives as an alternative way to obtain a degree. Little is known about the roles SCE can play as a learning environment for students "'dropping in'" beyond mere degree attainment. Therefore, this study aims to shed light on these roles by exploring the dropout experiences of drop-in students and the underlying reasons for enrolling in SCE. This study involves in-depth interviews with 28 drop-in students (M[subscript age]= 30.0). The findings reveal that not obtaining a degree could be a traumatic event, resulting in challenges such as stigmatisation, discrimination, and social pressure. Based on these experiences, SCE students articulated reasons for enrolling in SCE, including self-actualisation, improved occupational and educational opportunities, and social confirmation by significant others. Overall, this study identified three roles SCE can play for drop-in students, including serving as "a new start", "a tool/in-between phase" and "a way to finish unfinished business." These findings call for a more nuanced perspective on education and highlight the importance of reconsidering the individualistic perspective on success and failure in education. |
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| ISSN: | 0260-1370 1464-519X |
| DOI: | 10.1080/02601370.2024.2320728 |
