“I Don’t Know Whether to Dropout or Continue Studying”: Motivations and Expectations among Students of the Bachelor’s Degree in Political Studies and Government

Abstract

School dropout is a social problem that impacts life trajectories, but the accumulation of cases in the same field can limit the contribution it makes to society. Taking the Bachelor’s Degree in Political Studies and Government as a case in point, the article's objective is to show the factors that explain why some students consider dropping out, while others continue their studies without considering this option. Methodologically, a mixed design is followed with a quantitative predominance (inference) and qualitative support: based on a survey administered to a representative sample of students (graduates and active students) who entered the program between 2019 and 2024, bivariate tests and logistic regression models are used to test the hypotheses; two focus groups are also conducted to delve deeper into the responses. The results indicate that a positive evaluation of the program, the expectation of continuing with postgraduate studies, and high satisfaction with professional training reduce the likelihood of considering dropping out of school. Meanwhile, having enrolled during the covid-19 pandemic increases the likelihood of considering dropping out, although its impact is more limited than the other variables. In conclusion, not only do conditions of inequality contribute to the explanation, but the student's academic trajectory and experience with their major are also relevant; therefore, it is urgent to strengthen vocational guidance and highlight the professional relevance of the social sciences.