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Analyzing the Discourse of Dropouts and Resilient Students

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  • Anne Lessard
  • Lynn Butler-Kisber
  • Laurier Fortin
  • Diane Marcotte

Abstract

The authors focused on high school students who were at risk of dropping out and examined why some of these students persevered and graduated while others ended up dropping out of school. Sixty resilient students and 80 dropouts participated in the study. Our results indicate that although learning difficulties were shared by participants, 4 types of abilities set the resilient students apart from dropouts: (a) inreach (using their own resources); (b) outreach (asking for help when needed); (c) establishing and maintaining positive relationships with teachers and friends while setting limits when necessary; and (d) planning, making choices and following through on decisions. It was also found that resilient students could count on lifelines, people they knew they could always rely on when they had difficulties.

Suggested Citation

  • Anne Lessard & Lynn Butler-Kisber & Laurier Fortin & Diane Marcotte, 2014. "Analyzing the Discourse of Dropouts and Resilient Students," The Journal of Educational Research, Taylor & Francis Journals, vol. 107(2), pages 103-110, March.
    • Handle: RePEc:taf:vjerxx:v:107:y:2014:i:2:p:103-110
    DOI: 10.1080/00220671.2012.753857
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    Cited by:

    1. Matías-García, Jose Antonio & Santamaría, Andrés & Cubero, Mercedes & Cubero-Pérez, Rosario, 2023. "From current to possible selves: Self-descriptions of resilient post-compulsory secondary education Spanish students at risk of social exclusion," Children and Youth Services Review, Elsevier, vol. 155(C).

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