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According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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Related Experiment Video

Updated: May 6, 2026

Extinction Training During the Reconsolidation Window Prevents Recovery of Fear
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Trust, training, and the school dropout's world view.

E A Krause1

  • 1Northeastern University, USA.

Community Mental Health Journal
|November 5, 2013
PubMed
Summary

This study explores the complex aspirations of "hard-core" school dropouts. Their desire for middle-class status was hindered by social exclusion and internal ambivalence towards success, leading to mistrust in support programs.

Area of Science:

  • Sociology
  • Psychology
  • Education

Background:

  • Investigates the social and psychological factors influencing
  • hard-core
  • school dropouts.
  • Examines the aspirations and challenges faced by individuals outside mainstream educational pathways.

Purpose of the Study:

  • To analyze the core themes defining the worldview of persistent school dropouts.
  • To understand the interplay between internalized values and behavioral patterns in this demographic.

Main Methods:

  • Qualitative analysis of the experiences and perspectives of
  • hard-core
  • school dropouts.
  • Thematic analysis to identify recurring patterns in their attitudes and goals.

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Main Results:

  • Dropouts expressed a desire for lower-middle-class membership and held related ideals.
  • Social ostracism and behavioral patterns significantly limited their prospects for achieving these goals.
  • Internalized middle-class values were not fully integrated, leading to ambivalence about "success" due to perceptions of menial work.

Conclusions:

  • The internal conflict and external barriers created a sense of being trapped, regardless of success or failure.
  • Mistrust towards training programs stemmed from this fundamental ambivalence and perceived lack of viable pathways to desired outcomes.