Boys in Schools: Early School Leaving and Masculinity: How do boys' understanding of masculinity influence their decisions to leave school early?

Abstract

How well Australian boys perform during the compulsory years of schooling has generated consistent interest from academics, school personnel and State education departments alike. Considerable research nationally (Ball & Lamb, 2001; Collins, Kenway & McLeod, 2000; Lamb, Walstab, Teese, Vickers & Rumberger, 2005; McMillan & Marks, 2003) and internationally (Arnot, David & Weiner, 1998, 1999; Cullingford, 1990; 1999; 2002; Erskine, 1999; Fine, 1991) has highlighted that boys experience problems at school in terms of learning, behaviour, achievement and participation when compared to girls. In particular, the retention of boys to Year 12 has been problematic. This research positions itself within a bigger picture of boys' schooling, and seeks to explore a possible link between their use of elements of a dominant masculinity discourse and their early school leaving decisions. Through the use of qualitative research, this study set out to explore the school leaving boys' accounts of their decision to leave school early in three social locations in Queensland. The concern in Australia about boys and girls leaving school early has become prominent in social, political and educational arenas over the past two decades. The Apparent Retention Rate (ARR) to Year 12 indicated that in 2002, 19.3% of females and 30.2% of males left before completing Year 12 in Australian schools (Commonwealth of Australia, 2003). Despite the completion rate for boys steadily rising, the ARR of 69.8% in 2002 is still deemed to be low considering that the successful completion of Year 12 has important benefits to students.