Approaches to college dropout in Chile
Enrollment in evening college education in Chile has grown markedly. However, the interruption of studies by those who study at this time, that is, from 7 p.m. to 11 p.m. has exceeded the average dropout rate in the Chilean university system. These students combine family, work and academic responsi...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Universidade de São Paulo (USP) |
| Repositorio: | Educação e Pesquisa |
| Idioma: | español inglés |
| OAI Identifier: | oai:revistas.usp.br:article/143494 |
| Acceso en línea: | https://www.revistas.usp.br/ep/article/view/143494 |
| Access Level: | acceso abierto |
| Palabra clave: | Evening college dropout Dropout factors Evening students Abandono universitario vespertino Factores de deserción Estudiantes vespertinos |
| Sumario: | Enrollment in evening college education in Chile has grown markedly. However, the interruption of studies by those who study at this time, that is, from 7 p.m. to 11 p.m. has exceeded the average dropout rate in the Chilean university system. These students combine family, work and academic responsibilities, and show higher dropout rates than those of the students who enter college day programs, due to the particularities and situations that surround them. This research aimed to investigate the factors which intervene in the decisions to drop out of college students with non-traditional characteristics, who attend evening study programs. Methodologically we opted for a qualitative and exploratory research design due to the scarce research on this issue in Chile. To this end, semi-structured interviews were carried out with ten evening dropout students. After information was systematized, four dimensions of analysis emerged, which synthesized the logics and meanings which intervene in the phenomenon that affects this specific group. Findings on dropout decisions of evening students with non-traditional characteristics reveal the following factors according to relevance: personal conditions and characteristics, capital and academic performance, contretemps and adverse circumstances, and experiences with the institutional offer. |
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