Grade retention and student success : An analysis based on the French sociological concept of rapport au Savoir (relation to knowledge)
This research project examines students’ representations regarding grade retention influences on their school success. Many authors have described the negative impact grade retention has on students, but few have examined students’ own experiences. In order to further explore this issue, we based our study on the French sociological concept of rapport au Savoir (relation to knowledge). Semi-structured interviews were conducted with 31 elementary and secondary school students who have repeated at least one school year. Results indicate that girls who have repeated one year during elementary school have become more engaged in their relationship to knowledge and schooling whereas boys who have repeated one year or more in secondary school have become disengaged from learning and schooling thus impeding their personal and professional goals.