Seeking alternative pathways: an exploration of school engagement from the perspectives of marginalized youth

Marginalized students are often found to be struggling with challenges outside of and within school that complicate or even undermine their educational journeys. According to self-determination theory (SDT), marginalized youth may disengage from school if their psychological needs for autonomy, belonging, and competence are not being sufficiently met, which may lead to reduced motivation, and therefore reduced engagement. Using SDT and feminist theory as sensitizing lenses, this study explored school engagement from the perspective of marginalized youth. We sought to understand how six marginalized youth experienced life in school and how their experiences of school influenced their school engagement. Data collected through semi-structured interviews were explored and analyzed thematically. Findings showed that how students engaged in school could be connected to how educational systems supported their basic psychological needs, as well as to significant challenges they experienced personally (e.g., learning needs, poverty). We conclude that, in order to increase marginalized student engagement, schools need to focus on increasing student perceptions of autonomy, belonging and competence in their learning environments, as well as work to reduce barriers such as learning challenges and the effects of outside factors on learning.