מבט השוואתי על נשירה גלויה בקרב מתבגרים במצבי סיכון בחינוך הערבי הבדואי בנגב

Abstract

The phenomenon of dropping out of students from the educational system in Israel
has been steadily increasing in recent years. Many research studies that addressed the
phenomenon of dropping out (Abu Asba and others, 2013; Lahav, 2012; Cohen Navot et
al, 2001) indicated to an increase in the percentage of students who drop out from the
Bedouin educational system in the Negev.
The present research study examines the tendency of dropping out among adolescents
in situations of risk in the recognized Bedouin communities in comparison to adolescents
in situations of risk in the unrecognized Bedouin communities with regard to different
demographic variables and the involvement of the parents. These adolescents are
exposed-on a daily basis-to emotional and social difficulties and do not receive adequate
research attention. The issue of dropping out of adolescents is an acute problem with
considerable significance in the Arab sector in general and in the Bedouin communities
in particular. The research study examines the situation today and casts light on
adolescents who drop out, their problems, and the reasons that led them to drop out, while
comparing between the two types of Bedouin communities. The research findings will
suggest possible ways for the reduction of the multidimensional phenomenon of
dropping out.
In light of the large gaps between the educational system in Jewish society and the
educational system in Bedouin society, the research study emphasizes that there is a
direct impact on the Bedouin educational system, which directly influences the dropping
out of students from the educational system in general and the dropping out of students
in situations of risk in particular.
The sample consisted of 90 adolescents in situations of risk, 45 adolescents from
recognized communities and 45 adolescents from unrecognized communities from
different schools. The findings show that the involvement of parents influences dropping
out significantly both for the short and the long run in the future. In other words, a
Bedouin child with an involved family is more likely to remain in the educational
framework, while a Bedouin child whose parents are disconnected from his studies is
more prone to dropping out from the educational system