The Hegemony of Border Economy and the Decline of School Authority: The Lived Experience of High School Male Student Dropout in Baneh County
https://doi.org/10.22054/qjss.2026.73307.2634
Ebrahim Ekhlasi, Mohammad Hekmat
Abstract The present study offers a qualitative and sociological analysis of the lived experience of high school male dropouts in Baneh. The primary objective of this paper is to understand the semantic construction of school dropout and describe the structural contexts giving rise to it; thus, the research problem addresses the nature and causes of the dramatic increase in early exit rates among students from the formal education system in the border geography of Baneh. Data were gathered through in-depth, semi-structured interviews and analyzed at two levels: "structure" and the "semantic life-world." Based on the findings, school dropout is the outcome of the confrontation between two conflicting logics: At the macro-level, contexts such as the "hegemony of the shopping-mall city and the allure of the border," the "rigidity and inefficiency of abstract curricula," the "commodification of academic degrees and the obstruction of meritocracy," and the "shift in reference groups from teachers to newly emerged, low-educated merchants" lay the groundwork for educational exclusion. At the micro-level, themes such as the "perception of academic temporal dislocation and the contrast between immediate and deferred rationality", "psychological transition to agency and premature male maturity", "psychological experience of class rejection and humiliation", "school phobia and alienation from educational content", "encounter with the decline of wisdom's authority and the objective poverty of the educated", and the "reduction of degrees to purchasable commodities merely to clear administrative hurdles" shape the dropouts' life-world. Ultimately, school dropout in Baneh's ecosystem is perceived not as passive deviance or individual failure, but as an "agentic and rational action" in response to the structural blockages of the school. By perceiving the decline of education's symbolic prestige and preferring the tangible reality of the market over the non-functional abstractions of the school, students redefine exiting the educational system as a courageous shortcut to achieving economic maturity, shedding a subordinate identity, and acquiring social status.















