پديد آورندگان :
ژيان باقري، حميده آكادمي علوم جمهوري تاجيكستان - دانشكده فلسفه و سياست‌شناسي و حقوق - گروه علوم فلسفي، دوشنبه، تاجيكستان , خوجيف، محمد آكادمي علوم جمهوري تاجيكستان - دانشكده فلسفه و سياست‌شناسي و حقوق - گروه علوم فلسفي، دوشنبه، تاجيكستان
كليدواژه :
محروميت اجتماعي , فقر , مدرسه , گراندد تئوري
چكيده فارسي :
هدف از اين پژوهش بازشناخت و معرفي تلقي، برداشت و شاخصهاي مورد نظر براي تبيين عوامل محروميت اجتماعي دانشآموزان مدارس غرب كشور است. اين پژوهش از نوع كيفي بوده و از روش گرانددتئوري به عنوان روش پژوهش استفاده شده است. روش گردآوري دادهها، مطالعۀ مباني نظري و مصاحبههاي عميق و باز (16 مصاحبه با 14 نفر) ساختاريافته با صاحب نظران و استادان دانشگاهي(حوزۀ جامعهشناسي) همچنين برخي مددكاران اجتماعي است. روش نمونهگيري به صورت گلولهبرفي و تا حد اشباع نظري ادامه يافت. مصاحبهشوندگان و سپس استادان متخصص، روايي ابزار پژوهش را مورد بررسي قرار دادند و آن را تأييد كردند. پايايي نيز با استفاده از روش مطالعة حسارسي فرايند نتايج، به دست آمد. از روش مقايسة مداوم در طي سه مرحلۀ كدگذاري باز، محوري و انتخابي براي تحليل دادهها استفاده شد. در نهايت 19 مقولة اصلي استخراج شد. از جمله متغيرهاي استخراج شده در تبيين نتايج تحقيق، خانواده، عوامل اقتصادي، جنسيت، نداشتن اوقات فراغت، كمبود نيروي انساني، كمبود امكانات، مسائل حمل و نقل و عوامل مديريتي است. با توجه به اثرگذاري محروميت اجتماعي در جامعهپذيري و هنجارپذيري دانشآموزان همچنين اهميت پرورش دانشآموزان نوجوان در مدرسه نسبت به محيطهاي اجتماعي ديگر و ساير گروههاي سني، پيشنهاد ميشود كه مديران آموزش و پرورش مناطق غرب كشور از راهبردهاي به دست آمده در اين پژوهش به منظور رفع محروميت اجتماعي دانشآموزان استفاده كنند.
چكيده لاتين :
The purpose of this study was to design a model of social deprivation factors in western school students. This research has a qualitative approach and Grounded Theory method has been used as research method. The method of data collection is study of theoretical basics and in-depth interviews with academic experts and sociologists as well as some social workers. 16 interviews with 14 people continued until theoretical saturation. Two of the interviewees were interviewed twice. First, one of the sociology professors who have published more research on social exclusion was identified and then asked to select more samples. Then the next person introduced the next person. On the other hand, one of the social workers active in the field of academic and social deprivation was identified and asked about the following examples.
The sampling method continued as snowball and to theoretical saturation. The validity of this study was evaluated and confirmed by the interviewers and then by the professors. Reliability was also achieved using the process audit method of 74.4%. Continuous comparison method during three stages of open, axial and selective coding was used for data analysis. Finally 19 main categories were extracted. It is suggested that the education managers of the western regions of the country use the results of this study, especially the strategies obtained to eliminate the social deprivation of students.
The results of the research are consistent with the results of existing researches in other statistical populations and investigate that the results do not contradict the results of this research.
In explaining these results, it can be said that the family is one of the most important pillars of each person's life. Regarding poverty and social deprivation, the family also has an important role.
Due to economic problems, many parents inevitably prevent their children from continuing their education. Therefore, economic issues and family income also play an important role in creating social exclusion of students. Parents' level of education and occupation can also be influential. On the other hand, the number of children in the family and the residence of the students are also very influential.
Many families (especially girls) do not allow their children to attend school due to the mixed schools in the villages. Therefore, the shortage of schools in many western regions of the country due to rural dispersion in these areas is an important factor. On the other hand, the number of teachers does not meet the educational needs because in many villages due to lack of manpower (teachers), classrooms are not established.
The number of sparsely populated villages with a small number of students in this area is very high and there is a need to transport students to attend the nearest school, which is basically a long distance from where they live.
Long distances increase the cost of transportation and ultimately prevent parents from attending school with their children.
Management factors such as planning, coordination, control and evaluation of affairs by education managers are effective in these areas. Poor management factors can affect the incidence of social exclusion of students.
One of the contextual conditions identified in this research is society and culture. In terms of value and importance in the family, more facilities, freedom and material things are allocated to boys. Masculinity and the culture of poverty are important factors in this regard. The culture of poverty means that the poor do not consciously praise their poverty, but consciously maintain it. Thus, a culture of poverty can be an important factor in social exclusion. Among the strategies identified in this study, the establishment of boarding schools, reforming the structure of income and wealth distribution, good educational governance and the use of counselors in schools can be. Due to the issues related to facilities and transportation, the establishment of boarding schools can provide conditions for many students. Good educational governance is one of the next strategies introduced.
In this research, the model of good educational governance in the educational system has been studied and the consequences of creating such a model, the effectiveness of the educational system, educational growth and development and promotion of rank in international forums have been mentioned In this regard, it is suggested that educational counselors be used more seriously in schools in less privileged areas.
The presence of such people in the body of the educational system (school) has many positive effects. Because students have more confidence in school counselors and communicate their problems and issues more easily to them. Therefore, many anomalies can be prevented in them.
Another result of the present study is to determine the intervening conditions in the research. Rural-to-urban migration, which leads to marginalization in cities, as well as laws that in some cases play an intervening role in the proposed strategies, can have negative effects on the process of improving the social deprivation of students in the west of the country. In recent years, due to the occurrence of natural disasters such as earthquakes in large areas of the west of the country, the phenomenon of migration from rural to urban areas has occurred more intensively, which has led to an increase in suburbanization in metropolitan areas. It is suggested that specialized research be conducted on this type of migration and Education directors in these areas will use the results to help reduce social harm in the future. Education administrators in these areas should also identify vulnerable students so that preventive measures can be taken against them.
Another intervening variable is the existence of rules that are different from the local culture or in order to improve the existing restrictions. More research is needed on this topic in other research.
Other solutions included to allocating more funds to schools in these areas to form a working group on social deprivation in the western regions of the country in the Ministry of Education, allocating more counselors in schools in these areas, Allocating nutrition packages for students in these areas among the snacks to improve academic performance and allocating livelihood packages for students' parents and establishing boarding schools to eliminate transportation restrictions.
