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Educational Deprivation and School Bonding of Shush’s Students Engaged in Child Labor
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Mansoureh Hajhosseini1   , Sara Shahmir2 |
1- Faculty of psychology, University of Tehran , hajhosseini@ut.ac.ir
2- Faculty of psychology, University of Tehran |
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Abstract: (310 Views) |
Introduction: The working life of child laborers delays their school enrollment. This study aimed to investigate the effect of school dropout on the school bounding of child labor students.
Methods: This qualitative research was conducted using the phenomenological method. The study included sixteen male and female students aged eleven to sixteen years from the Shush Labor Children’s Center. Participants were selected through purposive sampling based on the principle of saturation. Data were gathered through qualitative, semi-structured interviews and analyzed using Strauss and Glaser’s approach.
Results: School bonding was assessed and further categorized into three dimensions: belief in and commitment to school; attachment to peers, teachers, staff, and the school environment; and engaging in activities that foster a sense of belonging to the school.
Conclusions: The results of this study indicate that educational opportunities provided in schools can encourage students involved in child labor to develop a belief in the importance of education and envision a brighter future. Social interactions, entertainment, and playtime with peers, along with support and acceptance from teachers and staff, strengthen their connections with others. Furthermore, participation in school activities and experiencing collective success help these students feel valued, effectively fostering a sense of belonging to a school environment for adolescents who have been deprived of education. |
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| Keywords: School Bounding, Educational Deprivation, Child Labor, Qualitative Study |
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Full-Text [PDF 399 kb]
(133 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2022/01/23 | Accepted: 2024/06/20 | Published: 2024/06/20
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