REALIZATION OF EDUCATIONAL ASPIRATIONS AMONG BLACKS AND WHITES IN TWO‐AND FOUR‐YEAR COLLEGES     

Bernard Levin  Darrel Clowes 《Community College Journal of Research & Practice》2013,37(2):185-193

This paper looks at an aspect of the two‐year college: that it is the logical system for achieving educational equality in higher education. The authors find that low aptitude blacks are overrepresented at four‐year colleges, that blacks are less likely than whites to meet aspirations of attending four‐year colleges, and that attending a two‐year college is related to reduced probability that four‐year education will be realized.  相似文献   

ASPIRATIONS AND YOUNG PEOPLE’S CONSTRUCTIONS OF THEIR FUTURES: INVESTIGATING SOCIAL MOBILITY AND SOCIAL REPRODUCTION     

Kate Hoskins  Bernard Barker 《British Journal of Educational Studies》2017,65(1):45-67

The United Kingdom’s Coalition government has introduced an education policy that is focused on increasing the opportunities to promote and advance social mobility for all children within state education. Raising young people’s aspirations through school-based initiatives is a prominent theme within recent policy texts, which are focused on improving educational outcomes and thus advancing social mobility. This article draws on qualitative data from paired interviews with 32 students in two academies to first investigate if our participants’ aspirations indicate a desire for intragenerational social mobility and second, to explore our participants’ perceptions of the influences of their family background on their aspirations for the future. Analysis of our data highlights the mismatch between our participants’ aspirations for the future and the government’s constructions of what they should aspire to, as articulated in policy texts. By investigating aspirations, as part of a wider project to understand social mobility qualitatively, our data shows the important role of family in shaping our participants’ varied and diverse aspirations that are frequently at variance with government policy.  相似文献   

A SURVEY OF PSYCHOLOGICAL,MOTIVATIONAL, FAMILY AND PERCEPTIONS OF PHYSICS EDUCATION FACTORS THAT EXPLAIN 15-YEAR-OLD STUDENTS’ ASPIRATIONS TO STUDY PHYSICS IN POST-COMPULSORY ENGLISH SCHOOLS     

Tamjid Mujtaba  Michael J. Reiss 《International Journal of Science and Mathematics Education》2014,12(2):371-393

This paper investigates the factors that influence 15-year-old students’ intentions to study physics post-16, when it is no longer compulsory. The analysis is based on the year 10 (age, 15 years) responses of 5,034 students from 137 England schools as learners of physics during the academic year 2008–2009. Factor analyses uncovered a range of physics-specific constructs, 7 of which were statistically significantly associated with intention to study physics post-16 in our final multi-level model; in descending order of effect size, these are extrinsic material gain motivation, intrinsic value of physics, home support for achievement in physics, emotional response to physics lessons, perceptions of physics lessons, physics self-concept and advice-pressure to study physics. A further analysis using individual items from the survey rather than constructs (aggregates of items) supported the finding that extrinsic motivation in physics was the most important factor associated with intended participation. In addition, this item-level analysis indicated that, within the advice-pressure to study physics construct, the encouragement individual students receive from their teachers is the key factor that encourages them to intend to continue with physics post-16.  相似文献   

��I WAS TOLD IT WAS GOING TO BE HARD WORK BUT I WASN��T TOLD IT WAS GOING TO BE THIS MUCH WORK��: THE EXPERIENCES AND ASPIRATIONS OF UNDERGRADUATE SCIENCE STUDENTS     

Emma Smith  Sandra Cooke 《International Journal of Science and Mathematics Education》2011,9(2):303-326

The recruitment and training of scientists is an area of international concern. Much of the research and policy focus around this issue in the UK has been on how science is taught in schools and in particular on the structure of the school science curriculum. Much less attention has been devoted to the undergraduate student experience and the trajectory that learners take which can lead to higher education and into careers as professional scientists and technicians. This paper reports the findings from a comparative study of the experiences and aspirations of almost 1,000 art and science undergraduates studying at 6 elite British universities. There is no evidence to suggest that undergraduate scientists are put off a career in the science, technology, engineering and mathematics field, although theirs is arguably a less positive experience than that of their peers who study arts subjects. Most science undergraduates have clear career aspirations which are largely linked to remaining in the field and often involve further study. For many, these aspirations lead them towards the applied sciences and away from a career in ‘pure’ research or academia.  相似文献