Why do extracurricular activities prevent dropout more effectively in some high schools than in others? a mixed-method examination of organizational dynamics

DC FieldValueLanguage
dc.contributor.authorMcCabe, Julie-
dc.contributor.authorDupéré, Véronique-
dc.contributor.authorDion, Éric-
dc.contributor.authorThouin, Éliane-
dc.contributor.authorArchambault, Isabelle-
dc.contributor.authorDufour, Sarah-
dc.contributor.authorDenault, Anne-Sophie-
dc.contributor.authorLeventhal, Tama-
dc.contributor.authorCrosnoe, Robert-
dc.coverage.spatialQuébec (Province)fr
dc.date.accessioned2019-05-06T14:13:09Z-
dc.date.available2019-07-24T00:00:00Z-
dc.date.issued2018-07-24-
dc.identifier.issn1088-8691fr
dc.identifier.urihttp://hdl.handle.net/20.500.11794/34713-
dc.description.abstractThis study describes policies and practices implemented in 12 high schools (Quebec, Canada) that more or less effectively leveraged extracurricular activities (ECA) to prevent dropout among vulnerable students. Following an explanatory sequential mixed design, three school profiles (Effective, Ineffective, and Mixed) were derived based on quantitative student-reported data. Qualitative interviews with frontline staff revealed that in Effective schools, ECA had a unique overarching goal: to support school engagement and perseverance among all students, including vulnerable ones. Moreover, in these schools staff had access to sufficient resources—human and material—and implemented inclusive practices. In Ineffective schools, ECA were used as a means to attract well-functioning students from middle-class families, and substantial resources were channeled toward these students, with few efforts to include vulnerable ones. Schools with a Mixed profile had both strengths and weakness. Recommendations for school-level policies that bolster ECA’s ability to support students’ perseverance are provided.fr
dc.languageengfr
dc.publisherTaylor & Francis Onlinefr
dc.subjectExtracurricular activitiesfr
dc.subjectHigh school dropoutfr
dc.subjectSchool perseverancefr
dc.subjectOrganizational policies and practicesfr
dc.subjectSchool-level dynamicsfr
dc.titleWhy do extracurricular activities prevent dropout more effectively in some high schools than in others? a mixed-method examination of organizational dynamicsfr
dc.typeCOAR1_1::Texte::Périodique::Revue::Contribution à un journal::Article::Article de recherchefr
dcterms.bibliographicCitationApplied developmental science, (2018)fr
dc.identifier.doi10.1080/10888691.2018.1484746fr
dc.subject.rvmActivités parascolaires (Enseignement secondaire)fr
dc.subject.rvmDécrochage scolaire -- Préventionfr
dc.subject.rvmAdolescents difficiles -- Counselingfr
dc.subject.rvmEngagement scolairefr
dc.subject.rvmPersévérance aux étudesfr
dc.subject.rvmSystèmes d'enseignementfr
dc.subject.rvmAdministration scolairefr
rioxxterms.versionAccepted Manuscriptfr
rioxxterms.version_of_recordhttps://doi.org/10.1080/10888691.2018.1484746fr
rioxxterms.project.funder_nameFonds de Recherche du Québec-Société et Culturefr
rioxxterms.project.funder_nameSocial Sciences and Humanities Research Council of Canadafr
rioxxterms.project.funder_nameFonds de Recherche du Québec - Santéfr
rioxxterms.project.funder_nameInstitut de recherche en santé publique, Université de Montréalfr
bul.rights.periodeEmbargo12 moisfr
Collection:Articles publiés dans des revues avec comité de lecture

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