Self-images of school dropout in Barcelona: analysis from system justification theory

Héctor Cavieres-Higuera*, Maribel García-Gracia, Rafael Merino-Pareja, María Jesús Ihnen-Gómez

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Sociocognitive theories assume that group membership has a direct impact on social identity. Vulnerable groups can develop different strategies to lessen the psychological discomfort caused by disadvantageous social membership. Some of these mechanisms operate by validating the social order. This article shows how implicit self-stereotypes operate in a group of students who have dropped out of school. The approach is qualitative based on these young people’s discourses on their educational trajectories, their school experiences and their reasons for dropping out. The analysis allows self-stereotypical elements with repercussions at the level of social justification to be identified and is complemented by a brief sociodemographic description to characterize the group in terms of their social disadvantage.

Translated title of the contributionAutoimágenes sobre abandono escolar en Barcelona: análisis desde la teoría de la justificación del sistema
Original languageEnglish
Pages (from-to)166-189
Number of pages24
JournalCultura y Educacion
Volume36
Issue number1
DOIs
Publication statusPublished - 23 Apr 2024

Keywords

  • identity
  • school dropout
  • social exclusion
  • stereotype

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