Title: Why do girls get ‘excluded’ from school? A small scale qualitative investigation of the educational experiences of KS3 and KS4 girls who are ‘at risk of exclusion’. Background: Levels of both fixed term and permanent exclusion from school, have caused widespread concern over the past 20 years. Most recent figures record permanent exclusion at approximately 6,500 pupils in England in the year 2008/2009 (DCSF, 2010). However, in comparison to research interest received by their male counterparts, the needs of girls appear to have been largely overlooked. Rationale/aims: In response to a lack of research nationally, and priorities within my Local Authority, I have carried out an exploratory study, which investigates the phenomenon of KS3/KS4 girls who are judged to be ‘at risk’ of permanent exclusion. Methodology: The substantive element of the current research used semistructured interviews with a small number girls (n=2), their parents (n=2), associated school staff professionals (n=2) and external professionals involved in this area (n=4). Analysis of interview data was carried out using an Interpretative Phenomenological Analysis framework (i.e. Smith et al 2009). Findings: Following a macro-analysis of interview data, findings are discussed from a Bio-ecological Systems Theory (Process-Person-Context-Time model) perspective of development (Bronfenbrenner, 2005). Conclusions: The research concludes with a discussion of findings in the context of my employing Local Authority, offering implications for practice and future research in the area of girls and school exclusion.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:556846 |
| Date | January 2011 |
| Creators | Rouse, Daniel |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/3096/ |
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