Pedagogic Conditioning factors that produce vulnerability in High School settings

Abstract

The measurement of school vulnerability in a high school subsystem in the State of Chihuahua is the subject of this diagnostic study, of quantitative and descriptive nature, which results are obtained from the application of a survey assessed through a Likert scale, applied to a stratified sample of students. This study allows explaining the causes that generate the problems of over-age, slight and severe lag and in many cases definitive school abandonment (Feijoo and Corbetta, 2004), involving the analysis of extra-curricular factors regarding personal and family conditions, as well as intra-school; the institutional and pedagogical conditions of the schools. The results come from the analysis of the pedagogical dimension that involved: class’ material conditions; the teacher’s skills and knowledge; the skills to facilitate learning; the classroom environment; the dynamics and relationships of the class; the assessment of learning; collaboration, school support and the ethical commitment of the teacher. Some of the risks found refer to the curricular contents highlighting that the majority of teachers neglect a training for life; lacking participation in moving forward towards a learning processes and the use of the evaluation as an instrument of exclusion, only considering the retention of knowledge, leaving aside the learning needs of the students, which are nothing other than compliance with their fundamental human rights.