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Determining factors of school failure in Spain: A socio-educational analysis of knowledge production

Abstract

Objective: this research analyzes the factors that determine school failure in Spain, based on the “Encuesta Social de 2010: Educación y hogares en Andalucía”. From which, we use a representative sample of 5032 cases.

Originality/contribution: School failure is a current topic of great interest in socio-educational research, as well as a priority objective to be addressed in the agenda of the European Union due to the high rates registered in recent years.

Method: it is based on a systematic documentary analysis from a quantitative approach.

Strategies/information collection: by exploiting secondary data from the survey, we make inference with the current situation using two binary logistic regression models by age cohorts.

The results show a gender gap in the probability of school failure. Women show a lower risk. The socio-family level indicates that the importance parents/tutors give to education is not a factor related to school failure. However, parental control on secondary education studies decreases its probability. The socioeconomic status of the family appears as an incident factor.

Conclusions: The findings highlight the need for adequacy and updating of data on the factors that determine school failure from a socio-educational and gender perspective. This would allow a socio-educational intervention and the creation of educational-social policies coherent with the social reality, which attend to the specific characteristics and conditions of the student body, to prevent school failure, promote integral development and social integration.

Keywords

School failure, school dropout, risk factors, protective factors, school social education, academic achievement

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Author Biography

Elisabet Moles-López

Docente del área Teoría e Historia de la Educación en el Departamento de Pedagogía de la Universidad de Granada. Doctora en Educación, máster en Problemas sociales: dirección y gestión de programas sociales y máster en Investigación, desarrollo e intervención social. Grado en Sociología. Correo electrónico: elisabethmoles@ugr.es

Fanny T- Añaños

Profesora del Departamento de Pedagogía, ex subdirectora del Instituto de Paz y Conflicto (IPAZ) y coordinadora del máster en Cultura de Paz, Conflicto, Educación y Derechos Humanos de la Universidad de Granada. Doctora en Pedagogía, máster en Derechos y Necesidades del Niño. Grado en Educación infantil. Correo electrónico: fanntab@ugr.es.

Rubén J. Burgos Jiménez

Doctorando en Ciencias de la Educación, contratado FPU. Máster en Investigación, desarrollo e intervención social y máster Universitario de Enseñanza Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas: Orientación Educativa. Grado en Pedagogía. Correo electrónico: rubenbj@ugr.es


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