"Lost in transition": Alienation and drop out during the transition to mathematically-demanding subjects at university. (2016)

• Record Type: Journal Article
• Authors: Hernandez-Martinez, Paul
• Is Part Of: International journal of educational research. Volume 79(2016)
• Page Start: 231
• Page End: 239
• Publication Date: 2016
• Subjects: Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2016.02.005
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: This paper analyses the drop out of previously engaged students. It uses the concept of alienation to characterise drop out. A three-part linked process is used to explain drop out: An objective alienation by university mathematics practices. A struggle to engage and a subjective alienation where the learner's identity is negated. A conscious decision to drop out. Abstract: This paper explores the reasons why some previously engaged students drop out during their transition to mathematically-demanding university degrees. The concept of alienation is used to explain drop out: alienation occurs when social practices restrict the individuals' agency in such ways that they are unable to transform the social conditions in which they participate, even though they might place a great effort in doing so, hence becoming alienated objectively and subjectively. So, for instance, engineering students that see themselves as 'practical', find that the theoretical/academic practice of university mathematics becomes irrelevant to their aspirations and ways of learning, i.e. alien to their identity as learners. The impossibility of changing this situation becomes recognised and results in their drop out.