Social context of educational failure of students

Introduction. The article considers the educational failure of students as a social problem. Its relevance is due to the growth of educationally unsuccessful students and the need to overcome this phenomenon.

The aim of the present article was to analyse the nature of the influence of the social context on the educational failure of students.

Methodology and research methods. The research is based on the interdisciplinary methodology, which integrates the principles of sociological, psychological, socio-psychological, economic, and pedagogical approaches in the study of educational failure and ways to overcome it. The empirical basis of the article is the results of an interdisciplinary study using a qualitative mix strategy (2019–2020). The following methods were employed: semi-formal expert interviews, focus groups with school, college and university students, and the analysis of essays by high school students.

Results and scientific novelty. The novelty of the research consists in the interpretation of educational failure, its social context, and in showing the limitations of the educational approach to the analysis of the phenomenon under consideration. The main results presented in the article involve the interpretation of educational failure as an educational and social phenomenon and its social context; the characteristics of the main contextual factors, which are analysed as social inequality in education, educational policy, the place of education in the system of social values and in the model of social success. The results of the empirical research reveal the understanding of educational failure as a social phenomenon, its social causes. It is concluded that the modern social context of Russian education limits the possibility of overcoming this phenomenon and needs to be changed

Practical significance of the article is the possibility to take into account the results of the research to improve social technologies for overcoming educational failure.

1. Denisova-Schmidt E. V., Leontieva E. O. Category of “uneducated” students as a social phenomenon of universities (on the example of far Eastern universities). Sociologicheskie issledovaniya = Sociological Studies. 2015; 9: 86–93. (In Russ.)

2. Latov Yu. V., Klyucharev G. A. Informal “rules of the game” in the educational system: Simulation of education, simulacra and knowledge brokers. Obshchestvennye nauki i sovremennost’ = Social Sciences and Modernity. 2015; 2: 31–42. (In Russ.)

3. Zborovsky G. Е. Is it possible to be together, being apart: Students and teachers at the university. Sotsiologicheskie issledovaniya = Sociological Studies. 2018; 9: 49–58. (In Russ.)

4. Konstantinovskiy D., Popova E. Vocational vs higher education. Mir Rossii = Universe of Russia. 2020; 29 (2): 6–26. (In Russ.)

5. Schuler H., Thornton G., Frintrup A., Mueller-Hanson R. AMI Achievement Motivation Inventory. Oxford: A Mogrefe Company; 2004. 55 p.

6. Abbott B., Gallipoli G., Meghir C., Violante G. Education policy and intergenerational transfers in equilibrium. IFS Working Papers [Internet]. 2016 [cited 2020 Sep 10]; 16 (04). Available from: http://hdl.handle.net/10419/173937.

7. Cremer H., Pestieau P. Intergenerational transfer of human capital and optimal education policy. Journal of Public Economic Theory. 2006; 8 (4): 529–545.

8. Altbach Ph. Global perspectives on higher education. Baltimore, Maryland: Johns Hopkins University Press; 2016. 352 p.

9. Habley W. R., Bloom J. L., Robbins S. Increasing persistence: Research-based strategies for college student success. San Francisco, CA: Jossey-Bass; 2012. 512 p.

10. Slavina L. S. Trudnye deti = The problem children. Moscow: Institute of Practical Psychology; 1998. 492 p. (In Russ.)

11. Abdurazakov M. A. Interaction of subjects of education in the information and educational environment: Culture of knowledge, cognition and information communication. Pedagogika = Pedagogy. 2018; 9: 39–46. (In Russ.)

12. Polivanova K. N. Educational results of the main school in the context of international studies. Psihologicheskaya nauka i obrazovanie = Psychological Science and Education. 2015; 20 (4): 19–30. (In Russ.)

13. Zavadskaya M. A. Academic failure as a sociological phenomenon: Prospects for microsociological analysis. Zhurnal sociologii i social’noj antropologii = Journal of Sociology and Social Anthropology. 2011; 14 (2): 102–118. (In Russ.)

14. Donskikh O. A., Logunova L. Yu. Teacher and pupil: Happiness of interaction. Vysshee obrazovanie v Rossii = Higher Education in Russia. 2019; 28 (4): 60–71. (In Russ.)

15. Roshchina Ya. M. Whose children study in Russian elite universities? Voprosy obrazovaniya = Educational Studies Moscow. 2006; 1: 347–369. (In Russ.)

16. Kostenkova Yu. A. Kul’turologicheskij podhod v izuchenii detej s zaderzhkoj psihicheskogo razvitiya = Cultural approach to the study of children with mental retardation. Moscow: Publishing House Prometej; 2011. 139 p. (In Russ.)

17. Yudin N. V. Personal resources of academic success of students. Al’manah sovremennoj nauki i obrazovaniya = Almanac of Modern Science and Education. 2012; 4: 236–238. (In Russ.)

18. Vindeker O. S. Klimenskikh M. V. Psychometric facets of antifragility: Tolerance to uncertainty, resilience and growth. Rossijskij psihologicheskij zhurnal = Russian Pedagogical Journal. 2016; 13 (3): 107–122. (In Russ.)

19. Dekel S., Ein-Dor T., Solomon Z. Posttraumatic growth and posttraumatic distress: A longitudinal study. Psychological Trauma. 2002; 4 (1): 194–101.

20. Konstantinovskiy D. L. The measurement of inequality in education. In: Rossiya reformiruyushchayasya: ezhegodnik = Russia Reforming: Yearbook. Vol. 16. Moscow: CSPM; 2019. p. 171–191. (In Russ.)

21. Gorshkov M. K., Klyucharev G. A. Nepreryvnoe obrazovanie v sovremennom kontekste = Continuous education in the modern context. Moscow: Publishing House Yurajt; 2017. 224 p. (In Russ.)

22. Zborovsky G. E., Ambarova P. A. Sociologiya vysshego obrazovaniya = Sociology of higher education. Ekaterinburg: The Liberal Arts University; 2019. 539 p. (In Russ.)

23. Cherednichenko G. A. Educational and professional trajectories of youth: Research concepts. Sociologicheskij zhurnal = Sociological Journal. 2013; 3: 53–74. (In Russ.)

24. Sobkin V. S., Smyslova M. M. Bulling within the walls of the school: The influence of the socio-cultural context. Social’naya psihologiya i obshchestvo = Social Psychology and Society. 2014; 5 (2): 71–86. (In Russ.)

25. Klyachko T. L., Semionova E. A., Tokareva G. S. Success and failure of school students: parental expectations and teachers’ perceptions. Voprosy obrazovaniya = Educational Studies Moscow. 2019; 4: 71–92. (In Russ.)

26. Heckman J. Policies to foster human capital. Research in Economics. 2000; 54: 3–56.

27. Obergriesser S., Stoeger H. The role of emotions, motivation, and learning behavior in underachievement and results of an intervention. High Ability Studies. 2015; 26 (1): 167–190.

28. Bernasconi M., Profeta P. Public education and redistribution when talents are mismatched. European Economic Review. 2012; 56 (1): 84–96.

29. Kosaretsky S., Grunicheva I., Goshin M. Russian educational policy of the late 1980s – early 2000s: Declarations and the actual impact on inequality in general education. Mir Rossii = Universe of Russia. 2016; 25 (4): 115–135. (In Russ.)

30. Osipov A. M. Market mechanisms as a social deadlock for Russian Education. Vysshee obrazovanie v Rossii = Higher Education in Russia. 2019; 28 (5): 63–72. (In Russ.)

31. De Wit H. Evolving concepts, trends, and challenges in the internationalization of higher education in the world. Voprosy obrazovaniya = Educational Studies Moscow. 2019; 2: 8–34. (In Russ.)

32. Temnitsky A. L. Dynamics of terminal and instrumental values of study among MGIMO students. Vestnik MGIMO-Universiteta = MGIMO Review of International Relations. 2015; 1: 221–231. (In Russ.)

33. Konstantinovsky D. L., Popova E. S. The attitude of youth to education in modern Russia. Obshchestvennye nauki i sovremennost’ = Social Sciences and Modernity. 2016; 1: 5–19. (In Russ.)

34. Kulikova S. V. Sociocultural nihilism in education. Izvestiya Volgogradskogo gosudarstvennogo pedagogicheskogo universiteta = Bulletin of Volgograd State Pedagogical University. 2016; 2: 41–45. (In Russ.)

35. Yakovleva I. V. Axiological contradictions of modern education and socio-cultural realities. Filosofiya obrazovaniya = Philosophy of Education. 2018; 77 (4): 103–113. (In Russ.)

36. Pinskaya M. A., Kosarecky S. G., Frumin I. D. Schools that work effectively in complex social contexts. Voprosy obrazovaniya = Educational Studies Moscow. 2011; 4: 148– 177. (In Russ.)

37. Ivaniushina V. A., Alexandrov D. A. Socialization through informal education: extracurricular activities of Russian school students. Voprosy obrazovaniya = Educational Studies Moscow. 2014; 3: 174–196. (In Russ.)

38. Berkowitz R., Moore H., Astor R. A., Benbenishty R. A Research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research. 2017; 87 (2): 425–469.

39. Vindeker O. S., Lukanin M. E. Study of students’ achievement motivation in the context of implicit theories of intelligence and educational goals. Izvestiya Ural’skogo federal’nogo universiteta. Seriya 1. Problemy obrazovaniya, nauki i kul’tury = Izvestia Ural Federal University Journal. Series 1. Issues in Education, Science and Culture. 2020; 26 (2): 146–157. (In Russ.)

40. Bednost’ i razvitie rebenka = Poverty and child development. Ed. by D. A. Alexandrov, V. A. Ivanyushina, K. A. Maslinsky. Moscow: Publishing House Rukopisnye pamyatniki Drevnej Rusi; 2015. 392 p. (In Russ.)

41. Perevozova O. V., Krainova D. V. Correlation of students and success of the University, factors affecting the success of the graduate. Azimut nauchnyh issledovanij: pedagogika i psihologija = Azimuth of Scientific Research: Pedagogy and Psychology. 2019; 8 (2): 128–132. (In Russ.)