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Citation |
Fallis RK, Opotow S. J. Soc. Iss. 2003; 59(1): 103-119. |
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Copyright |
(Copyright © 2003, Society for the Psychological Study of Social Issues, Publisher John Wiley and Sons) |
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DOI |
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PMID |
unavailable |
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Abstract |
In many urban public high schools today, students navigate their day by selectively cutting class leading to course failure and dropping out. Collaborative, qualitative research conducted with urban high school students indicates that cutting results from disengagement and alienation that students label "boredom." Focus group data (N= 160 in 8 groups) indicate that class cutting has not only an individual component that schools address, but also a systemic, conflictual component that schools do not address. These unaddressed, intransigent conflicts can foster moral exclusion and structural violence. These data suggest that rather than relying on standard punitive approaches, schools can respond to class cutting more effectively by taking students' concerns seriously, working collaboratively with students, and engaging in institutional self-scrutiny. |