Introduction

Eurostat (2024) defines early leavers as “individuals aged 18-24 who have completed at most a lower secondary education and were not in further education or training during the four weeks preceding the Labor Force Survey (LFS)”.

The Council of the European Union (2021) stated that one of the priority axes related to education should be the reduction of the Early School Leaving (ESL) rate to 9% in Europe. To achieve this objective, the institution mentions strategies such as combating gender stereotypes to put an end to educational inequalities between women and men. In the Spanish context, this recommendation can be found in Organic Law 3/2020 (LOMLOE, 2024).

Over the years, ESL rates have been higher for males than for females. In 2023, this trend continued, with 11.3% of males and 7.7% of females being early leavers in Europe (Eurostat, 2024). The same situation is shown for Spain in 2023, with 16.0% of males and 11.3% of females being early leavers. In the Balearic context, where this study takes place, 20.5% of males were early leavers compared to 15.4% of females (EDUCAbase, 2025).

In this scenario, it is necessary to explore the factors that lead to a higher ESL rate among males. This study focuses on understanding how societal expectations of men might influence their educational and occupational trajectories and how this might relate to their dropout process.

Conceptual and theoretical framework

Current research on ESL seeks to understand it as a dynamic, multifactorial, and multidimensional process (Adame & Salvà, 2010; Brown et al., 2021; Salvà et al., 2014). While studies on ESL mainly analyze internal school factors, Nielsen (2016) emphasizes that both internal and external factors interact, as everyday activities in interconnected environments influence students' engagement and dropout rates. The author proposes two distinct dimensions: The cross-contextual dimension (daily activities outside of school where students direct their energy, the degree of integration and compatibility of these activities) and the temporal dimension (aspirations and visions for the future, students' personal histories). Elements such as social class, ethnicity, and gender also play a role.

Regarding the gender factor, according to Connell (2015), hegemonic masculinity is a historical, multidimensional and dynamic concept influenced by social, economic, political and cultural factors. It is based on the domination of men over women and the hierarchization of different masculinities based on ethnicity, social class and sexual orientation.

As highlighted by Segal (2007), men are expected to be the primary breadwinners for the family and to adopt attitudes and behaviors such as being risk-taking, competitive, protective, and aggressive. These expectations placed on men have harmful consequences for society and for them, such as emotional and affective withdrawal, violence, or accidents. In the school context, male students may develop more antisocial or disruptive behaviors - reinforced by peers inside and outside of school. Furthermore, males tend to prefer jobs associated with physical strength and financial power (Reeves, 2022; Rogers et al., 2017; Swain, 2006; Theunissen et al., 2014).

Research questions and objectives

The research question guiding this investigation is: "How do the stereotypes of masculinity influence the decisions of young men regarding their educational paths, and what external factors contribute to early school leaving in this demographic?".

This study has three main objectives: 1)Examine how different dimensions of masculinity influence young men’s educational aspirations, particularly societal norms that discourage academic success among them; 2)Analyze external factors like family background, peer relationships, educational aspirations, sense of insecurity, and lack of academic positioning, leading to their ESL; 3)Provide insights for policymakers and educators to develop targeted interventions to reduce dropout rates among young men and promote academic engagement.

This research uses a qualitative methodology to investigate the interaction between masculinity and ESL among young men in the context of the Balearic Islands. By focusing on young men's experiences through qualitative inquiry, the study aims to provide rich insights into the factors that influence ESL and to obtain data that closely reflect the personal reality of the sample. Based on a conceptual and theoretical framework that incorporates gender studies and sociology of education, the study focuses on understanding how societal stereotypes of masculinity influence the educational trajectories and dropout decisions of this population. This methodological approach is expected to illuminate the complex relationship between masculinity and education and provide a basis for further research and intervention strategies in this field. This study focuses on a sample of young men aged 18 to 24 living in Mallorca who have completed a Dual Vocational Training Certificate in Maritime Studies at the Jovent training center. Ten participants were selected based on their status as early school leavers—either because they did not complete compulsory secondary education (Educación Secundaria Obligatoria – E.S.O.) or because they finished it but did not continue their studies. This participant profile is essential for understanding the nuances of their educational experiences and the impact of their socio-economic backgrounds, including diverse nationalities such as Spanish, Senegalese, Ecuadorian, and Colombian. Data collection was conducted through semi-structured interviews with open-ended questions, as part of the European COSI.ed (Co-Created Education through Social Inclusion) project, designed to elicit in-depth narratives of participants' educational journeys. The data collected was analyzed with primary attention to the theoretical frameworks of Nielsen (2016) and Connell (2015), exploring themes such as definitions of masculinity, family and peer pressures, educational aspirations, feelings of insecurity, and lack of educational positioning that led to ESL. Thematic analysis served as the primary method for interpreting the data, allowing for the identification of patterns and categories that emerge from the participants' responses. Ethical considerations are integral to this research. Ensuring confidentiality, informed consent, and a respectful approach to sensitive topics guided each phase of the research process. Data was also be triangulated with other researchers from COSI.ed and the men who participated in the research.

Key findings indicate that traditional notions of masculinity—characterized by perceptions of toughness, emotional detachment and lack of affection, financial independence, and a provider role—place considerable pressure on participants. Many young men expressed a desire to conform to these ideals, often prioritizing immediate employment opportunities over educational pursuits when faced with educational, relational or economic difficulties. This connection between masculinity and economic participation emerges as a critical factor influencing ESL, as these individuals feel compelled to embody masculine roles that emphasize financial gain and contribution, even at the expense of their long-term educational goals. Moreover, the accumulation of negative experiences during compulsory schooling—such as school bullying, grade repetition, continuous academic failure, changes in school, feelings of maladjustment, and interpersonal difficulties—combined with a lack of educational, economic and/or emotional support from family, school, peers, guidance services, or institutions, as well as difficulty in seeking and accepting help, leads to a loss of self-confidence among young men. This situation pushes them to abandon their studies prematurely and seek stereotypical, traditionally masculine solutions—such as embodying the role of breadwinner, pursuing jobs in male-dominated sectors where physical strength is valued over technical skills, avoiding vulnerability and emotional intimacy, and fostering excessive autonomy and independence. To conclude, this study highlights the urgent need for gender-sensitive educational policies and programs that address these specific cultural and social influences. By recognizing the interplay between masculinity and educational outcomes, stakeholders can develop targeted interventions aimed at reducing ESL. Such strategies should focus on promoting positive masculine identities that value education, providing young men with economic and emotional support, and offering education and guidance from a gender-sensitive perspective to facilitate their academic and vocational aspirations, ultimately leading to improved educational engagement and retention.

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