نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه علوم تربیتی، دانشگاه آزاد اسلامی واحد نیکشهر، نیکشهر، ایران
2 گروه جغرافیا، دانشکده علوم جغرافیایی و برنامه ریزی، دانشگاه اصفهان، اصفهان، ایران
3 گروه روانشناسی، دانشگاه فرهنگیان فاطمه الزهرا یزد، یزد، ایران.
4 گروه جغرافیا، دانشگاه پیام نور، تهران، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Introduction: Compared to urban centers, rural areas suffer from limited infrastructure and opportunities, particularly in education. Ensuring equitable access to education for both girls and boys in these regions, especially in remote, mountainous, and nomadic settlements, remains a critical challenge in achieving sustainable development and educational equity. Compared to urban centers, rural areas suffer from limited infrastructure and opportunities, particularly in education. Ensuring equitable access to education for both girls and boys in these regions, especially in remote, mountainous, and nomadic settlements, remains a critical challenge in achieving sustainable development and educational equity. Girls in such areas are particularly vulnerable to school dropout due to cultural, economic, geographical, and infrastructural factors. Given their pivotal role in child-rearing and significant contributions to productive activities, basic education for women in these underserved regions is paramount. School dropout, a global educational challenge, prematurely thrusts adolescents into adult roles. According to data from the Statistical Center of Iran and the Ministry of Education for the 2022-2023 academic year, over 911,000 children were out of school, and more than 279,000 students dropped out nationwide. Sistan and Baluchestan Province ranked highest in both out-of-school children and dropout rates. Nikshahr County, particularly its rural and nomadic areas, is no exception and faces compounded challenges. This study aims to identify and analyze the factors contributing to school dropout among girls in the rural and nomadic settlements of Dehestan (Rural District), located in the central district of Nikshahr County. The central research question is: What factors and causes influence school dropout among girls in the study area, and which are the most significant?
Methodology:This research is applied for a purpose and is descriptive-analytical in nature. The study population comprises all girls under 30 years of age residing in the nomadic villages of Mahban Dehestan, central district of Nikshahr County, totaling 1,077 individuals. The sample includes 19 nomadic villages and 64 girls who dropped out of school between 2011 and 2023. The sample size was determined using a census-based method. Data were collected through library research and field studies, utilizing a researcher-designed questionnaire. Three experts confirmed the questionnaire’s validity, and its reliability was calculated with a Cronbach’s alpha of 0.834 using SPSS software. Data analysis employed descriptive statistics (frequency, percentage, mean) and inferential statistics (univariate t-test and Friedman test).
Results and discussion: The findings indicate that all examined factors significantly influence girls’ school dropout, with a significance level below 0.05. The Friedman test confirms significant differences among these factors. The mean ranks from the Friedman test reveal that physical distance (mean rank: 9.31) and accessibility (mean rank: 8.88) are the most influential factors, driven by the mountainous terrain, long distances to urban centers, poor road conditions, limited access to transportation, and high transportation costs. Access to educational facilities (mean rank: 8.16) ranks next, due to the absence of primary schools in some villages, the lack of secondary schools in most villages, and insufficient transportation facilities for students. Household economic status (mean rank: 7.05) and family literacy levels (mean rank: 6.35) also significantly influence. The impact of household economy on dropout is primarily attributed to topographical constraints, limited water and land resources, traditional gardening and livestock practices, degraded pastures, geographical isolation, poor connectivity, and low value-added agricultural activities. The influence of family literacy is primarily rooted in parental illiteracy.
Early marriage (mean rank: 4.05), educational environment behaviors (mean rank: 3.37), and family events (mean rank: 3.06) follow in significance. Early marriage contributes to dropout due to traditional customs and ethnic prejudices intertwined with religious beliefs, such as concerns about family honor and fears of daughters remaining unmarried, often leading to family pressure or encouragement for early marriage. Among educational environment behaviors, the presence of male teachers and their interactions with female students have a greater impact, as many families, due to cultural and religious preferences, favor girls’ education in single-sex schools with female teachers after primary school, a facility unavailable in the study area. Among family events, paternal drug addiction significantly affects dropout, as it destabilizes household finances and management, leaving mothers, typically homemakers, unable to support their children’s education due to financial constraints. Gender discrimination within families (mean rank: 2.36) and traditional beliefs (mean rank: 2.42) have the least impact. Some parents, driven by ethnic and religious concerns about family honor, oppose girls’ continued education. Gender discrimination often stems from beliefs that girls’ education is unnecessary due to perceived threats to their chastity outside the home, though broader gender disparities are minimal.
Conclusion: The study concludes that physical distance, accessibility, access to educational facilities, household economic status, family literacy levels, early marriage, educational environment behaviors, family events, traditional beliefs, and gender discrimination within families are, in descending order, the most significant factors influencing girls’ school dropout in the study area.
کلیدواژهها [English]
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