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Why young boys reject post-compulsory education in England? • An introduction: explaining the topic and (briefly) the methods you have used to research it; how you became interested in it, some key theoretical debates related to the topic; a synopsis of what is in your research report; an outline of your thesis or core argument; a summary of your key conclusions (1,500 words) • A methodology section: explaining how you have produced (collected) your data; what your sample is and how you arrived at it; the demographics/characteristics of your sample (if relevant); the place where the research was carried out (if relevant); ethical issues; how you have analysed the data; your own position/subjectivity/identity in relation to the research; how you have addressed issues of credibility; any problems you have encountered. You must use an ample amount of relevant methodological literature for this section and demonstrate your awareness of some key debates in qualitative methodology (3,000 words) • A literature review section: with an introduction linking to the methods section and introducing the key areas covered in your literature review, your key findings from the literature review and an outline of your key conclusions; sub-headings corresponding to the different areas of literature; the different areas linked together in a developing discussion; a conclusion that draws together your findings from the literature review and discusses their implications for your own research topic, data production and analysis (3,000 words) • Findings section: with an introduction in which you set out how the findings will be discussed and give indication of your key arguments and conclusions; with a presentation of your data analysis supported by/integrated with relevant theoretical perspectives, divided into thematic sections with sub-headings; and a conclusion drawing your findings together and setting up the next section • Conclusion: in which you explore the broader ramifications of your findings, evaluate the conduct of your research project, and consider some of the directions your research interests related to the project could develop in. • Appendices Here’s some ideas to include in the dissertation: Look at the book urban youth and schooling in Archer, et al, 2010 book. As archer has stated many reasons to why young boys reject post-compulsory education. One major reason is working class boys tend to have no aspirations which pull them in to education. Boys are more likely to wait till their 16 to leave school in order to get into employment. These boys are seen to aim to be responsible adults, looking for work. Whereas you find some youths who drop out in school and do nothing at all, playing football and spending time on streets which boys see as easy life. By way of working class generations, men are seen as breadwinners, this motivates them to drop and get into employment. Masculinity does not always work out the way boys believe it might, as young boys dropping out of education are known to be less qualified which fits into the low wage category. One key policy Archer, et, al has outlined was young people’s aspirations in life, what hopes they had. Young people in some very deprived communities have high aspirations. Certain community such as working class areas are associated with low aspirations and seen as ‘aimless’ and underachieving in the media eye. High aspiration for working class children are to be carrying on post 16 and going university, for boys it may becoming rich. Different policies concerns about common poverty of aspirations, (Archer, et, al, 2010). – Looking at families such as divorced parents, boys who have one parent passing away family problems which can affect young boys. Meaning that they do not have no discipline and chooseto reject post-compulsory education. – Working class/ middle class backgrounds- where these boys with issues come their backgrounds. – Gangs/ violence/friends – Behaviour towards education – Finding school boring And many more reasons ……………..

Why young boys reject post-compulsory education in England?

• An introduction: explaining the topic and (briefly) the methods you have used to research it; how you became interested in it, some key theoretical debates related to the topic; a synopsis of what is in your research report; an outline of your thesis or core argument; a summary of your key conclusions (1,500 words)
• A methodology section: explaining how you have produced (collected) your data; what your sample is and how you arrived at it; the demographics/characteristics of your sample (if relevant); the place where the research was carried out (if relevant); ethical issues; how you have analysed the data; your own position/subjectivity/identity in relation to the research; how you have addressed issues of credibility; any problems you have encountered. You must use an ample amount of relevant methodological literature for this section and demonstrate your awareness of some key debates in qualitative methodology (3,000 words)
• A literature review section: with an introduction linking to the methods section and introducing the key areas covered in your literature review, your key findings from the literature review and an outline of your key conclusions; sub-headings corresponding to the different areas of literature; the different areas linked together in a developing discussion; a conclusion that draws together your findings from the literature review and discusses their implications for your own research topic, data production and analysis (3,000 words)
• Findings section: with an introduction in which you set out how the findings will be discussed and give indication of your key arguments and conclusions; with a presentation of your data analysis supported by/integrated with relevant theoretical perspectives, divided into thematic sections with sub-headings; and a conclusion drawing your findings together and setting up the next section
• Conclusion: in which you explore the broader ramifications of your findings, evaluate the conduct of your research project, and consider some of the directions your research interests related to the project could develop in.
• Appendices

Here’s some ideas to include in the dissertation:

Look at the book urban youth and schooling in Archer, et al, 2010 book. As archer has stated many reasons to why young boys reject post-compulsory education.

One major reason is working class boys tend to have no aspirations which pull them in to education. Boys are more likely to wait till their 16 to leave school in order to get into employment. These boys are seen to aim to be responsible adults, looking for work. Whereas you find some youths who drop out in school and do nothing at all, playing football and spending time on streets which boys see as easy life. By way of working class generations, men are seen as breadwinners, this motivates them to drop and get into employment. Masculinity does not always work out the way boys believe it might, as young boys dropping out of education are known to be less qualified which fits into the low wage category.

One key policy Archer, et, al has outlined was young people’s aspirations in life, what hopes they had. Young people in some very deprived communities have high aspirations. Certain community such as working class areas are associated with low aspirations and seen as ‘aimless’ and underachieving in the media eye. High aspiration for working class children are to be carrying on post 16 and going university, for boys it may becoming rich. Different policies concerns about common poverty of aspirations, (Archer, et, al, 2010).

– Looking at families such as divorced parents, boys who have one parent passing away family problems which can affect young boys. Meaning that they do not have no discipline and chooseto reject post-compulsory education.
– Working class/ middle class backgrounds- where these boys with issues come their backgrounds.
– Gangs/ violence/friends
– Behaviour towards education
– Finding school boring
And many more reasons ……………..

Click here to have a similar A+ quality paper

Order Now