| Summary: | 碩士 === 國立臺灣大學 === 社會工作學研究所 === 103 === Motivated by my own past experiences, this study attempts to understand the learning experiences of dropout youths in Taiwan. As the issue of dropouts is still labeled negatively by the public, most research focused on problem-solving perspective, that is, to help dropouts return to school. However, dropouts might stop learning at school, but it didn’t mean that they had stopped learning. Therefore, this study wanted to explore the other learning approach chosen by dropouts, and tried to understand challenges or dilemmas faced by them.
This study was conducted using a qualitative design, through purposeful sampling and snowball sampling methods, five youths between the ages of 19 to 24 who had experienced dropout and were employed for at least one year were interviewed.
Their employment histories were examined through the learning experiences in terms of their developmental status. This study found that youths who had dropped out did not stop learning, they just changed their field of learning from the school to the workplace. They acquired knowledge practicality through doing, also most of them had recognized by their employers as good workers. However, they still faced some challenges, for example, those who dropped out of school for many years were not easy to re-enter the educational system; those who didn’t have high school degrees would face difficulties in promotion; and the issue of exploitation had always been a challenge to them.
On the basis of the above findings, this study brings up three issues for further discussion. First, we should re-think the current services and policies for dropouts, especially those who want to come back to school after dropping out for many years. Second, compared to male dropouts who can choose the life they want, female dropouts encounter more difficulties in later adaption, because they usually take over family caregiver roles, which restricted their life choices. Third, there are still unwary employers who don’t want to hire young people, though youths aged 16 and above can be legally employed; therefore, to create a safe employment environment for them is crucial to warrant youth development in various possibilities.
|
|---|
