Analyzing the Discourse of Dropouts and Resilient Students
Référence bibliographique 
Lessard, Anne, Butler-Kisber, Lynn, Fortin, Laurier et Marcotte, Diane. 2014. «Analyzing the Discourse of Dropouts and Resilient Students ». Journal of Educational Research, vol. 107, p. 103-110.
Intentions : «In this qualitative study we focused on high school students who were at risk of dropping out and examined why some of these students persevered and graduated while others ended up dropping out of school. More specifically, we looked at how dropouts differ from resilient students. We sought also to gain inferences as about what educators can do to promote educational resilience.» (p. 104)
Échantillon/Matériau : «In the context of a larger longitudinal study, 808 participants were contacted twice a year between 1996 and 2008 to answer questionnaires and take part in interviews. […] Of the 113 individuals who were identified as resilient students, 60 (36 females, 24 males) agreed to participate in this study. Among the 129 adolescents identified as dropouts, 80 (36 females, 44 males) took part in the interviews. All participants were French-Canadian Caucasians living in Quebec, Canada, age 19–22 years old when interviewed.» (p. 104)
Instruments : Guide d’entretien semi-directif
Type de traitement des données : Analyse de contenu
«In the mesosystem, on the home front, a common challenge faced by both dropouts and resilient students was the divorce of their parents, which brought about changes both in the milieu where they lived and in the structure of their families. Moving meant adapting to different schools and friends. The change in family structure meant dealing with new significant others in their parents’ lives, with or without new siblings. In this climate of change, participants described their parents as less available to them to help them with their schoolwork. Resilient participants described fathers who were gambling, alcoholic, unknown, or generally absent. These students either felt rejected by their fathers or described a nonexistent or cold relationship with them. Resilient students, however, described an unwavering maternal support. Mothers helped their children throughout the different phases of their lives, frequently offering help with homework in elementary school, but mostly lending an attentive ear and demonstrating a will to be there and help. It was interesting to see, evidenced in the chronosystem, that most mothers represented supporting forces throughout the students’ lives. […] Our work suggests that unwavering maternal support constitutes one of the main differences between dropouts and resilient students.» (p. 106-107)