Socioeconomic Barriers and Early School Leaving

Socioeconomic barriers are a significant challenge in West Papua, contributing to high dropout rates among indigenous students. Parker and Sudibyo (2024) highlight that poverty, lack of access to educational resources, and the need to contribute to household income are major factors driving early school leaving. Dabamona et al. (2021) also note that economic pressures force many students to prioritize short-term economic gains over long-term educational goals. Wanggai (2021) discusses how limited employment opportunities exacerbate these issues, making education seem less relevant to immediate economic needs.

Wanggai’s (2021) research provides valuable insights into the employment challenges faced by indigenous West Papuans. The examination of economic disparity between indigenous groups and migrants highlights a broader issue in West Papua: limited access to development benefits for indigenous communities due to external control over land and resources. The study addresses how a lack of mutual trust and a sense of inferiority among indigenous West Papuans impede the formation of social capital, essential for strengthening informal economic sectors. This is linked to Bourdieu’s concept of habitus, which involves the internalization of social hierarchies through everyday socialization. Due to the colonial legacy and experiences of marginalization, West Papuans have developed a habitus of distrust and disadvantage in economic areas. Wanggai proposes that social capital can be enhanced through collaboration between indigenous social networks, governments, and private organizations. This proposal aligns with Bourdieu’s theory that capital exists in various forms—economic, cultural, and social—and that social capital involves using networks for economic gain. In West Papua, cross-sector partnerships could help redistribute different types of capital to benefit indigenous populations. The research emphasizes that empowering indigenous economic participation requires addressing underlying socio-cultural barriers, not just providing financial support. Bourdieu’s concept of symbolic power and violence explains why top-down development strategies are limited if they do not challenge internalized habits of inferiority.

Paulo Freire’s concept of the “banking model of education” can be applied to understand this challenge. Freire criticizes traditional education systems that treat students as passive recipients of knowledge, arguing that this approach fails to address the socio-economic realities of marginalized communities (Knijnik, 2021). In West Papua, the education system does not accommodate the economic needs of indigenous students, forcing them to leave school early to support their families. This highlights the need for an education model that is dialogic and responsive to the socio-economic contexts of students’ lives.

To mitigate these barriers, policies aimed at reducing the financial burden on indigenous families are necessary. Scholarships, stipends, and financial aid programs can help alleviate economic pressures. Creating flexible learning opportunities, such as part-time or evening classes, enables students to balance education with economic responsibilities. Community-based education initiatives that link local employment opportunities with education can keep students engaged and enrolled. Furthermore, programs that strengthen social capital, as suggested by Wanggai (2021), can provide support networks that encourage students to stay in school.