Individuo, familia, escuela y comunidad: apoyos multidimensionales para el éxito escolar en entornos de pobreza

Jordi Longás Mayayo, Roser De Querol Duran, Irene Cussó Parcerisas, Jordi Riera Romaní

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Resum

The paper focuses on the analysis of school success of secondary school children living in contexts of poverty through a multiple case study in five Spanish cities. The information has been obtained using semi-structured interviews with thirty students, one member of their family, one school teacher or tutor and a community agent. In total we have triangulated the information of 102 interviews with the aim to find out the factors that influence their school success, such as their individual strengths, their trust relationships within the school and family or the community supports they received. The results show that 57% of the cases had support in all or at least three of the dimensions studied (individual, family, school and community). The multidimensional support enables young people to develop resilience, despite in the 70% of the cases we found factors impeding school success. The findings open new approaches to promote equity and inclusion policies beyond the school.

Títol traduït de la contribucióIndividual, family, school and community: Multidimensional supports for school success in contexts of poverty
Idioma originalCastellà
Pàgines (de-a)11-36
Nombre de pàgines26
RevistaRevista de Educacion
Volum2019
Número386
DOIs
Estat de la publicacióPublicada - 2019

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