La perception des conséquences du décrochage scolaire du point de vue des jeunes
In Quebec, between 2002-2003 and 2012-2013, the rate of teenagers leaving high school without the full completion of the general program has dropped by 6.9 points. Presenting itself to be 22.2% a decade ago, it stood at 15.3% in 2012-2013 (MÉLS, 2014). Despite a considerable decrease in the annual dropout rate, this phenomenon remains an important preoccupation in education because of its numerous consequences for the teenager and society (MÉES, 2015). Studies on this matter have identified consequences on several levels, being economical (less active in society’s production), sanitary (more frequent development of physical and mental health problems) and social (poor social adaptation and deviance) (Blaya, 2010; Janosz, 2000). The phenomenon of early school leaving is also studied as a transgression of social norms. Wether it’s studies on the typological description of at risk youth, the risk factors of dropping out or the institutionalized speech on the matter, from this point of view, dropping out is analysed as an inacceptable response to social conventions (Bernard, 2011). Therefore, the teenager who quits school prematurely is automatically considered a deviant since his actions have disobeyed social norms. Many studies on the consequences of this phenomenon as well as it’s statistical data are present in the literature, but unfortunately, the point of view of teenagers labeled as dropouts is not brought forward. In light of this observation, this thesis solicited the participation of teenagers who left high school prematurely to offer them the space to describe their experience. Based on symbolic interactionism, this thesis tries to understand the experience of dropping out according to the teenager’s point of view. In an individual interview using a life narrative method, eight teenagers were invited to deliver their perception on the dropout label which they were attributed and the consequences that resulted. The analysis of the participant’s narratives highlight the numerous adversities they went through during their school years and the individualized needs that resulted. Their narratives show the severe inadequate response by the school institution to their individual needs as a trigger to their premature leave. Living through frequent unbearable situations due to this inadequate response pushed them to be excluded from the school system and to reject school. Unfortunately, the participant's needs were not part of the school’s fixed objectives leaving them to lose hope in finding a sense to their schooling. The participants of this study now realise the consequences they have lived and live to this day since they quit school. They present shortcomings in their knowledge, an accumulated lack of motivation, poor self-esteem, situations of stigmatisation and marginalisation, difficulties integrating socially and professionally and finally, they have developed a lack of confidence in what their future holds.
education deviance youth in difficulty school drop-out symbolic interactionism life narrative