Why Don’t The "Study Material" Study?

As of 2023,the problem of compulsory education dropouts in the western region has become a relatively "niche" problem as China’s poverty eradication efforts have achieved significant results.As an educational phenomenon,it is not widespread,but it has a profound impact on individual development.According to existing research,"dropouts" in compulsory education are "late bloomers" in academic competitions,and academic failure is the main reason for dropping out of school.However,the situation is different for "middle school girls".As "study material",they should have been able to escape from the traditional fate of "female inheritance",but,under the influence of many factors,it seems that they finally had to choose to drop out of school,and thus become "study material"."They are also a special group that has not been given sufficient attention in the past studies on school dropouts.In order to clarify the underlying reasons why these "study material" do not study,this paper takes six middle school girls with high academic performance who dropped out of school and six girls who went on to normal school at the same time in District H of Western China’s Province Q as the research subjects.The study found that: the structural causes of dropout among middle school girls with high academic performance The study found that the main causes of junior high school dropouts are the overlapping of socio-cultural factors at the individual,family,school and social levels,which ultimately constitute the "four mountains" that overwhelm junior high school girls: at the individual level,learning expectations guided by a fatalistic view of life,a weak sense of resistance under gender oppression and a weak sense of persuasion to return to school.At the family level,the expectations of early marriage,the little investment in education,and the authoritarian way of education are the "stumbling blocks" on their way to higher education;at the school level,the crisis in peer interaction,the gender bias in teachers’ teaching,and the At the school level,the crisis in peer relationships,the gender bias in teachers’ teaching,and the unhelpful efforts to persuade them to return to school are the catalysts for them to leave school;at the social level,the strong dropout atmosphere in the community,the one-sided expectation of women’s role in the society,and the inadequate implementation of the "control and protection" policy are also the reasons for them to drop out of school.Based on the above-mentioned reasons,the "dropout control" policy can be optimized in the following aspects: at the individual level,it is recommended to strengthen the belief in pursuing education and increase the awareness of female independence;at the family level,it is recommended to change the concept of education and implement democratic education;at the school level,it is recommended to establish the correct concept of peer interaction and strengthen the awareness of gender equality among teachers and the training of persuasion to return;at the social level,it is recommended to increase female education.At the school level,it is recommended to establish the correct concept of peer interaction and strengthen teachers’ awareness of gender equality and training of return work;at the social level,it is recommended to increase the publicity of female education and the implementation of "dropout control" policy.