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Out of school learning scientific workshops: Stimulating institutionalized Adolescents' educational aspirations

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  • Gairal-Casadó, Regina
  • Garcia-Yeste, Carme
  • Novo-Molinero, Maria Teresa
  • Salvadó-Belarta, Zoel

Abstract

Numerous studies show the low academic levels of adolescents who are institutionalized in residential care facilities. Few adolescents who are or have been institutionalized in residential care are able to obtain a higher education degree, limiting their chances for a higher level of well-being and quality of life. The presence of this social group in science, technology, engineering and mathematics (STEM) disciplines is extremely low. This article shows the results of research that reveals the impact of a successful educational action, such as extending learning time for institutionalized adolescents who live in residential care. Extended learning time activities, in out of school program, were conducted as scientific workshops and facilitated by university professors and researchers from different scientific disciplines. Data showed an improvement in adolescents' content knowledge, educational aspirations and scientific vocations. Those experiences modified participants' perceptions of their academic and professional expectations, transforming their vision of their future. This research was conducted using a communicative methodology with 12 adolescents from 12 to 17 years old who lived in residential care.

Suggested Citation

  • Gairal-Casadó, Regina & Garcia-Yeste, Carme & Novo-Molinero, Maria Teresa & Salvadó-Belarta, Zoel, 2019. "Out of school learning scientific workshops: Stimulating institutionalized Adolescents' educational aspirations," Children and Youth Services Review, Elsevier, vol. 103(C), pages 116-126.
    • Handle: RePEc:eee:cysrev:v:103:y:2019:i:c:p:116-126
    DOI: 10.1016/j.childyouth.2019.05.037
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    References listed on IDEAS

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    6. Llosada-Gistau, Joan & Montserrat, Carme & Casas, Ferran, 2015. "The subjective well-being of adolescents in residential care compared to that of the general population," Children and Youth Services Review, Elsevier, vol. 52(C), pages 150-157.
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    Cited by:

    1. Elisabeth Torras-Gómez & Laura Ruiz-Eugenio & Teresa Sordé-Martí & Elena Duque, 2021. "Challenging Bourdieu’s Theory: Dialogic Interaction as a Means to Provide Access to Highbrow Culture for All," SAGE Open, , vol. 11(2), pages 21582440211, May.
    2. Cazzuffi, Chiara & Díaz, Vivián & Fernández, Juan & Leyton, Cristian, 2020. "Spatial inequality and aspirations for economic inclusion among Latin American youth," Children and Youth Services Review, Elsevier, vol. 118(C).

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