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1.
Notwithstanding the expansion of higher education across the OECD, there continues to be concern about the levels of participation amongst those from disadvantaged backgrounds. In response to this, a new form of financial support for students from low-income families, the 'opportunity bursary', was introduced for a limited period in England from 2001/02. Surveys of two cohorts of opportunity-bursary applicants were carried out and these suggested possible psychological, behavioural and economic impacts. Fewer opportunity-bursary recipients than non-recipients reported that part-time work had interfered with their studies and more reported that the bursary had made them less worried about meeting the costs of going to university. There was some evidence that the scheme led to increased retention in the first year of university study; it also appeared to lead to lower levels of debt, in particular bank overdrafts or credit card debt.  相似文献   

2.
Abstract

This article describes a study of the uptake of places on ‘access’ to higher education courses in Scottish further education (FE) colleges by students from minority ethnic backgrounds. Colleges surveyed recruited access students from minority ethnic backgrounds in close approximation to the proportions attracted to FE in general, despite the commitment to prioritise under‐represented groups, including students from minority ethnic communities. The study found a general acceptance of the principle of positive action by colleges, but little evidence of strategies likely to prove effective. It is suggested that the government's agenda for widening participation in education can only be accomplished when the FE sector recognises ethnicity as an important issue.  相似文献   

3.
Using data from a recent survey of Australian secondary students, we find that those from higher socio-economic backgrounds are more likely to aspire to attend university. The same can be said for students who do not speak English at home. We find that students with an ethnic minority background are more likely to perceive higher levels of support from parents. However, we find that all students believe they receive encouragement from their parents to do well at school (rather than discouragement or disinterest), and that there is little difference in the level of importance placed on the views of parents between students from English and non-English speaking background. While interest in university education is strong across all socio-economic groups, particularly for students who do not speak English at home, there is a considerable gap between aspirations and enrolment levels. We suggest that this ‘aspirations gap’ is larger for students from low socio-economic backgrounds. This analysis also supports growing evidence that the postcode methodology for allocating socio-economic status to individuals is unreliable.  相似文献   

4.
In this paper we combine the findings from two recent studies relating to participation and attainment in school science – a re‐analysis of existing official data for England and a review of wider international research evidence in the literature relevant to the UK. Although the secondary data are drawn mainly from England, the comprehensiveness of these datasets, together with our inclusion of a review of international studies on maths and science participation provides a useful reference point for an international audience. The research was prompted by concerns over a reduction in the uptake of the physical sciences post‐16 and especially in higher education and interest in ways of encouraging the study of science by students from less prestigious socio‐economic status backgrounds. Such concerns are not unique to the UK. Using large‐scale official datasets we show that participation and attainment in science are stratified by socio‐economic status. Students from poorer families are less likely to take sciences at post‐16 than many other subjects and those who do are then less likely to obtain grades high enough to encourage further study of the subject. No conclusive evidence has been found to explain this satisfactorily. Plausible reasons suggested in the literature include the relative scarcity of local opportunities putting off those who do not wish to study away from home or the perceived time demands of studying science, and so the difficulties of combining part‐time study and part‐time work for those needing to continue earning while studying. Direct support from professional parents may also lead to greater participation in post‐16 science for students from higher SES. Perhaps the simplest explanation is that participation in science at any level is often predicated upon success at the previous educational stage. There are clear differences in science attainment at age 16 between students of differing backgrounds, which could explain the subsequent differential participation. However, these differences are not dissimilar to those for all subjects. The largest gap presented in the paper is between students eligible and not eligible for free school meals. We also show that these patterns appear early in the life of children. At ages 7 and 11, attainment in the three core subjects (English, maths and science) is negatively related to living in an area of deprivation. The paper ends with a discussion of suggestions for research, policy and practice emerging from this review of the evidence.  相似文献   

5.
Pervasive socio‐economic differences in relation to participation in higher education in the United Kingdom are particularly prominent in the most prestigious institutions. This study provides insight into why some individuals from disadvantaged backgrounds are successful in being admitted into one of these institutions. Underpinned by phenomenology, semi‐structured interviews were carried out to examine the lived experiences of high‐achieving students from socio‐economically disadvantaged backgrounds throughout their educational trajectories from primary school to a Russell Group university. Two main themes emerged from the data: identity and educational engagement. Various sources of disadvantage associated with material hardship, socio‐cultural and interpersonal factors were strongly linked to identity and students’ perceptions of their own social status. In turn, these factors and identity‐related constructs associated with peer‐group memberships, low expectations and negative group stereotypes affected how individuals engaged with education, contributing, for instance, to their lack of active involvement at school/college and poor attendance. However, identity‐related factors were also found to influence individuals’ educational engagement positively, including their motivations for overcoming obstacles, achieving high grades and pursuing HE. The barriers and facilitators discussed by these individuals have important implications for widening access to HE and thus require further consideration.  相似文献   

6.
In the present study it has been examined how children’s creative writing tasks may contribute to teachers’ understanding of children’s values. Writings of 300 elementary school children about what they would do if they were the boss of The Netherlands were obtained and seemed to reflect different types of values. Most children were concerned with charity. Also, writings concerned materialist values and socio‐political topics, such as human rights, power and tolerance. Analyses of group‐specific differences showed girls to write more about charity and health when compared to boys. Children from low socio‐economic backgrounds wrote less about environmental issues compared to children from middle and high socio‐economic backgrounds. Children from ethnic minority backgrounds who wrote more about obtaining goods for themselves and less about environmental issues than Dutch‐origin children. In addition, age differences were found in line with an increase in social and moral development. These differences are discussed in light of differential socialisation practices.  相似文献   

7.
Abstract

Despite the expansion of access to Australian higher education in the past decade, the participation shares of rural and isolated people and people from lower socio‐economic backgrounds have altered little and remain unacceptably low. This paper reports findings from two national studies at the Centre for the Study of Higher Education that have examined student choices about higher education, especially the inhibiting factors still present for non‐traditional students. The discussion focuses on the dilemmas and challenges for Australian universities in balancing the adoption of entrepreneurial approaches to student recruitment with an unfinished equity agenda. The paper raises questions about the new ideology of individual choice influencing university policy and whether or not this can be reconciled with social equity objectives.  相似文献   

8.
Are Ethnic Minorities Underrepresented in UK Postgraduate Study?   总被引：1，自引：0，他引：1  
Despite recent rapid increases in postgraduate numbers, little is known about the ethnic background of current postgraduates. This lacuna is addressed using data about the UK postgraduate population. Overall, students from minority ethnic backgrounds are under-represented among research and teacher-training students but not on masters degrees. The trend over time is encouraging. Substantial differences between minority ethnic groups are found and patterns of participation are shown to be structured by subject of study, institutional location and prior attainment. It is argued that differences in representation must be understood in the context of existing knowledge about prior educational patterns and subsequent labour market outcomes. Viewed in this way, underrepresentation of certain minority groups is potential evidence of disadvantage but underrepresentation can be interpreted more positively for other groups. Concerns remain over minorities' access to research degrees and the implications of this for the demographic composition of the academic profession.  相似文献   

9.
The present paper outlines the experiences reported by students from different social class backgrounds who have recently graduated from university. Students from manual skilled and partly skilled backgrounds were classed as disadvantaged, while students from professional or intermediate backgrounds were classed as advantaged. Data were collected from the same cohort of students on seven occasions across their university career. Students completed questions about their family background, paid employment, financial concerns, participation in recreational activities, perceptions of academic quality and perceptions of social support. Results showed that students from disadvantaged backgrounds were less likely to have parents that attended university, more likely to have been in paid employment, less likely to have participated in non‐academic activities and spent fewer evenings per week socializing compared with students from advantaged backgrounds. Also, there was some evidence of less positive perceptions of social support among disadvantaged students. However, there were no social class differences in ratings of teaching quality and all students reported high levels of financial concern. These findings are discussed in relation to proposed changes to the way higher education is funded in Britain and the implications these changes will have on recruiting students from disadvantaged backgrounds.  相似文献   

10.
The paper studies the relation between different national cost‐sharing models and how students from different socio‐economic backgrounds finance their higher education in six different European countries: the Czech Republic, England, Germany, the Netherlands, Norway, and Spain. The findings reveal considerable differences both between the countries and also between different socio‐economic groups of students within each country. Even though there are only small social differences in the students’ level of income, there are considerable social differences in the students’ sources of income. The findings are discussed related to the country’s specific policy and higher education funding structures.  相似文献   

11.
This paper examines patterns of participation in higher education (HE) Wales, in the context of the devolution of powers over HE to the National Assembly for Wales and the Welsh Assembly Government. In particular, this democratic devolution has resulted in the introduction of arrangements for student finance which are quite distinctive from those in other parts of the UK. In the event, trends in participation amongst Welsh‐domiciled young people (even when disaggregated by gender and socio‐economic background) show little evidence of impacts from these arrangements. Analysis of the geography of participation within Wales does reveal some evidence of convergence between areas of low and high participation. The picture is further complicated when the flows of students into and out of Wales, which are much larger than for other parts of the UK, are taken into account. This poses major questions for Welsh policy makers, especially because, from 2007–2008, there will be a significant price differential for Welsh‐domiciled students studying in Wales and those who wish to go elsewhere.  相似文献   

12.
Care into Core     
In 2002, the UK Government set the target of increasing participation in higher education to 50% of 18–30 year olds by 2010, with a particular focus on young people from ‘non‐traditional backgrounds’. In order to increase this participation, a range of initiatives have been introduced in an effort to encourage young people to enter post‐16 education. One significant initiative is Aimhigher, which specifically targets lower socio‐economic groups and aims to raise the attainment and aspirations of young people. This paper emerges from research conducted in 2008 into post‐16 withdrawal rates amongst Aimhigher students in the South East of England. Drawing from interviews and case studies with young people, further education (FE) colleges and schools, the paper argues that students benefit significantly from the intensive pastoral support provided in Aimhigher target schools, but that this is rarely carried over into FE. Although there is often significant pastoral support provided to students in FE, it is often quite disparate from that provided in Aimhigher schools and suffers from low take up. Whilst previous research investigating student withdrawal has focused on individual factors (socio‐economic status and ethnicity) or institutional factors (the labour market), this paper highlights the views of young people and argues that, through establishing effective and cohesive mentoring schemes, schools and FE colleges have a substantial role to play in reducing student withdrawal.  相似文献   

13.
This article describes a highly successful short‐term experiential project in minority/ethnic communities developed for Oregon State University gerontology students. This project can serve as a model for universities that lack opportunities in the local community for students to interact with elderly of different minority/ethnic backgrounds and where geographic distances make long‐term practicums in minority communities impractical for the majority of students.

This project enhanced academic study and provided students a meaningful introduction to elements important in designing and implementing effective health and social service programs for minority/ethnic elderly. Details of a three‐day intensive experience at the Warm Springs Indian Reservation in central Oregon are discussed.  相似文献   

14.
Abstract

This paper, through a review of recent literature and policy documents, highlights: the rates of participation in higher education in the UK; the widening participation agenda and the potential impact of key financial changes in the funding of higher education, particularly for students from lower socio‐economic groups.  相似文献   

15.
The modern world is becoming increasingly digitalised and this is affecting the way in which humans not only live but also learn. In South Africa, the majority of students entering universities are from disadvantaged backgrounds and come from schools and communities in which they were not exposed to the same technologically rich environments as perhaps that of their fellow students. The digital literacy level at which all students enter university is thus different; yet on entering their first year of study, students from disadvantaged backgrounds are required to perform at the same level as those from advantaged backgrounds. This paper examines the role that pre‐existing levels of digital literacy, critical thinking skills, socio‐economic status and English proficiency play on the academic performance of first‐year students studying an Information Technology course.  相似文献   

16.
大学生对待宗教的心态与人生信仰的确立有着密切的关系。在对少数民族大学生宗教信仰心态进行调查分析的基础上制定相应的对策,是确保他们人生信仰正确并统领政治信仰的前提。笔者在中央民族大学通过发放问卷、抽样调查、比较分析等手法,对当代少数民族大学生对宗教信仰的认识、参加宗教活动的情况、获取宗教知识的途径等方面进行了较为深入的调查研究,由此总结出少数民族大学生宗教信仰的特点,提出了存在的问题及解决的思路与方法,并指出民族宗教理论与政策教育在新的形势下应该进一步深化、拓展、整合,同时要突出马克思主义民族观、宗教观、国家观、文化观、历史观教育。  相似文献   

17.
Studying abroad is one way in which university students can develop personal capital and distinguish themselves in an increasingly congested graduate labour market. Data show that studying abroad indeed provides employment benefits, with evidence pointing to even greater positive effects for students from low socio‐economic status backgrounds. Focusing on a group of Canadian students about to embark on a study exchange, we find no evidence that career‐instrumental reasons played a role in participants’ decisions to study abroad. Rather, they sought personal growth and escape from the everyday frustrations of being an undergraduate student. We argue, however, that these motivations nonetheless have to be understood as strategic, since going on a study exchange abroad allows students to escape temporarily, while ‘staying in the game’ of becoming credentialed at home. We discuss the role of socio‐economic status, as well as the policy implications of these findings.  相似文献   

18.
Attainment in higher education tends to be poorer in ethnic minority students than in white students. This study examined whether this attainment gap was affected by the introduction of online tuition. Data were obtained from students who had taken courses in either arts or management with the UK Open University and had opted for either face‐to‐face or online tuition. The arts courses had a higher proportion of white students and lower proportions of Asian and black students than the management courses. Nevertheless, white and ethnic minority students gave similar reasons for choosing face‐to‐face tuition or online tuition. In the management courses but not in the arts courses, the pass rate was lower in students who had received online tuition than in students who had received face‐to‐face tuition. Regardless of the discipline or mode of tuition, black students tended to obtain lower marks and lower pass rate than white students, but Asian students did not. It is concluded that online tuition is an appropriate form of student support in both campus‐based and distance education but that the attainment gap in ethnic minority students probably does not arise from the nature and quality of their interactions with teachers and other students.  相似文献   

19.
Teacher recommendations are an important factor in the process of track placement, but research has shown that they are biased by pupils’ social background. Pupils from higher socio‐economic backgrounds are more likely to get the advice to enrol in an academic track than pupils from lower socio‐economic backgrounds, irrespective of prior achievement. Previous studies looked primarily at individual pupil or parent characteristics and their influence on teacher recommendations. However, in this article, the authors argue that the class context forms the frame of reference within which a teacher forms his/her recommendation for pupils. Therefore, this article investigates class composition effects on teacher recommendations at the transition between primary and secondary education in Flanders. More specifically, we look at the socio‐economic, ethnic and ability composition of a class. Multilevel logistic models were tested on data collected in 36 primary schools in the cities of Ghent and Antwerp in May 2015. The results show that only the ability composition of the classroom exerts a frame‐of‐reference effect on teacher recommendations for academically versus practically oriented tracks. A pupil with a low individual ability in a low‐ability class was more likely to get the advice to enrol in an academically oriented track than an equally able pupil in a high‐ability class. This study demonstrated the limited importance of class composition in teacher recommendations, but calls for more research on teacher bias in the process of track assignment.  相似文献   

20.
This paper is based on a study of 7,372 students in grades 5–10 (aged 11–16) in a representative sample of Norwegian compulsory schools. The aim of the study was to examine the relationship between students' reported socio‐economic status (SES) and their perceived social inclusion (SI) in school in the whole sample. We also considered separately a sub‐sample of students with additional social background disadvantages, i.e. children taken into public care and placed in a foster home or children's home, those whose parents have alcohol‐ or drug‐related problems, or students who are refugees and belonging to ethnic minority groups. For the sample as a whole, results showed a weak but significant relationship between SES and SI. In the disadvantaged sample, this relationship is stronger. These results suggest that additional social background disadvantages intensify the effects of SES on perceived social inclusion in school.  相似文献   

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