Milieu social d'origine et décrochage scolaire: cas des filles originaires de l'arrondissement de Soa

Abstract

During our academic curriculum at the University of Yaoundé II to SOA, we found that some girls from the district of SOA who were our school friend in SOA School had left school before graduation of the first cycle of secondary education. Therefore, we have chosen as the theme of memory "social background and school dropout: Case girls from the secondary education. " Because this finding has raised a question in our mind namely: factors relating to social background they explain the dropout among girls of SOA district who attend schools in their place of origin This main question led us not only to define the following general objective: analyze and understand how factors relating to the original social environment justifies dropout among girls attending schools in their place of origin but also in formulating the following general hypothesis: the factors relating to the original social environment justifies dropout among girls attending schools in their original environment. The verification of this general assumption was made on the basis of two research hypotheses are: the family says the dropout of girls attending schools in their place of origin (HR 1), and factors school dropout warrant at girls attending schools in their place of origin (HR2).From these two research hypotheses, we designed a sample of three girls from the three groups of the district of SOA. The data collected through semi-structured interview were qualitatively analyzed using the thematic analysis technique. The results of descriptive statistical analysis (100%) show that the family says the dropout of girls attending schools in their original environment. School factors (50%) for their partially justify this dropout. In conclusion, we can confirm with Urie Bronfenbrenner(1979, 1990, 1993) the immediate circles of influence child development.