العنف الرمزي و التسرب المدرسي في المؤسسة التربوية

Abstract

The present study, entitled "Symbolic Violence and School Dropout in the Educational Institution," aimed to identify the nature of the impact of symbolic violence practiced within the educational institution on the exacerbation of the phenomenon of school dropout among pupils. This was achieved through examining a set of educational practices that may embody forms of symbolic violence and negatively affect learners' educational trajectories. The study focused on three fundamental dimensions of symbolic violence, namely: the intensity of school curricula, methods of school assessment, and discrimination in treatment, and their influence on the indicators of school dropout represented by academic failure, frequent absenteeism, and weak classroom participation among pupils of BouderiouaMakhlouf Secondary School in El Ancer. Accordingly, the research problem was formulated through the following main question: • Does symbolic violence affect school dropout within the educational institution? From this central question, a number of sub-questions emerged, as follows: • Does the intensity of school curricula affect academic failure within the educational institution? • Do methods of school assessment affect the frequency of absenteeism within the educational institution? • Does discrimination in treatment affect weak classroom participation within the educational institution? To answer these questions, several methodological procedures were adopted. In terms of methodology, the descriptive approachwas employed, as it was considered the most appropriate for studying socio-educational phenomena. Regarding field research techniques, the questionnairewas used as the primary instrument for collecting field data from the study sample, in addition to interviews conducted with members of the sample and observation. The questionnaire was administered using a stratified random sampling technique, comprising 122 participants. Furthermore, both quantitative and qualitative statistical methodswere employed in the coding and analysis of the empirical data through a set of statistical procedures using the Statistical Package for the Social Sciences (SPSS). The quantitative evidence presented throughout the field chapters, as a whole, revealed the empirical validity of the study hypotheses. Among the most significant findings of this study were the following: • The existence of a moderate, positive, and statistically significant effect of the intensity of school curricula on academic failure within the educational institution, with a correlation coefficient value of (0.363). • The existence of a weak, positive, and statistically significant effect of school assessment methods on the frequency of absenteeism within the educational institution, with a correlation coefficient value of (0.224). • The existence of a moderate, positive, and statistically significant effect of discrimination in treatment on weak classroom participation within the educational institution, with a correlation coefficient value of (0.338). Based on these findings, the study confirmed the validity of the main hypothesis stating that: "Symbolic violence affects school dropout within the educational institution." The results demonstrated that educational practices based on cognitive pressure, inappropriate assessment methods, and discriminatory treatment all contribute, to varying degrees, to increasing the likelihood of academic failure, absenteeism, and weak classroom interaction, all of which constitute indicators that pave the way for school dropout. The study concluded with a set of recommendations, the most important of which are the following: • The necessity of reducing forms of symbolic violence within educational institutions. • Reviewing school curricula in a manner that takes into account pupils' abilities and readiness. • Adopting more equitable and objective assessment methods that consider individual differences among learners. Promoting equality in the treatment of pupils and encouraging their participation and interaction within the classroom