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This study was designed to explore the meaning of disengagement from school as experienced by those who left school before graduating. Data for the study was gathered using an unstructured interview format. The research produced authentic narrative accounts of the meaning of disengagement for the individual participants. A cross case comparison of these narratives indicated the presence of three common streams of movement. As children, each of the participants were involved in an escalating cumulation of problems which over time, increased in scope and intensity. Their personal vulnerabilities generated through a troubled background, when coupled with the more complex demands of the secondary system, translated into an increased school maladjustment. The third movement involved a crystallizing of previous experiences and attitudes and an engulfment in a spoiled identity. The stories collected indicated that a comprehensive theory of disengagement must be built on a holistic perspective. Beyond the events, experiences, and circumstances that contribute to a disengagement process, questions of individual interpretation and meaning must also be considered. Finally, the thesis raises questions about the relationship of school practices and dropout experiences.

Contrary to many efforts by the new South African government in its commitment to widen access to educational opportunities and the provision of a free education for all, dropping out of school episodes remain a major threat to the gains of the past nines years in the new South Africa. Using the second wave of 'Transitions to Adulthood in the Context of Aids in South Africa' dataset, this dissertation investigates dropping out of school episodes. A dropout refers to an adolescent who discontinued his/her education before completing grade 12. In particular the study investigates the major determinants of dropouts. Reasons cited for dropping out of school varies from economic, individual, social and school based. It was found that the major contributor to the dropping out of school episodes in KwaZulu-Natal is poverty. Hence the impact of poverty is widely acknowledged as being among the most serious problems facing post-apartheid South Africa. It is against this backdrop that this dissertation seeks an immediate response by government to invest in human capital, particularly in education, as means to alleviate poverty. The government among others therefore should recommit itself in providing and funding education for all. Both access and opportunities to schooling need to be widened. / Thesis (M.A.)-University of Natal, 2003.

This study investigates the retention and dropout of mechanical engineering students at a FET college using the interpretivist paradigm. Three key questions are addressed: / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermarizburg, 2008.

Thesis (Ed.D.)--Baylor University, 2008. / Includes bibliographical references (p. 197-199).

Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (6/25/2008). Includes bibliographical references (leaves 214-219).

Thesis (M.A.)--Dept. of Sociology. University of Missouri--Kansas City, 2007. / "A thesis in sociology." Typescript. Advisor: Tanya Y. Price. Vita. Title from "catalog record" of the print edition Description based on contents viewed July 16. 2008. Includes bibliographical references (leaves 87-90). Online version of the print edition.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: William Moore. Vita. Includes bibliographical references.

Thesis (M.S.W.)--University of Hong Kong, 1990.