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1.
通过对2328名江苏和青海两地大学生进行问卷调查,发现大学生的就业压力和社会适应能力在性别、是否独生子女、是否学生干部、家庭经济状况、文理科等变量上都存在非常显著的差异（P〈0.001）。大学生就业心理压力与社会适应能力之间形成稳定而显著的负相关,社会适应能力的发展可以减轻就业心理压力。 相似文献
2.
The focus of this paper is on the relationships between social origin, participation in tertiary education (enrolment, drop-out,
enrolment at second level and post-tertiary education) and occupational instability among university graduates in a recent
period of university and labour market reforms (the differentiation of higher education due to the “Bologna process” and the
flexibilization of employment contracts). In the first part of the paper we review these institutional reforms, discussing
how they have changed the structure of opportunities and constraints for students and graduates. In the second part we analyse
data from several cross-section waves of the Upper Secondary Graduates Survey and the University Graduates Survey which cover
both pre- and post-reform cohorts. Results from logistic regression models show a slight decline in the association between
parents’ education and enrolment in tertiary education, whereas there is a reduction and a new increase of inequality in drop-outs.
We also find remarkable effects of parents’ education on enrolment in post-graduate courses, but smaller on the risks of having
unstable jobs and both are mainly stable over time. Only a slight reduction of the role of social origin in university participation
and in the transition to the labour market took place, but it seems not to be too closely connected to the specific reforms
which occurred in the 1990s. 相似文献
3.
Liz Thomas 《Higher Education Quarterly》2020,74(3):290-303
This paper reports on a large qualitative study with commuter students in England. Research on student success identifies the importance of engagement in academic and non‐academic aspects of the student experience; in this paper student engagement is segmented into academic, enhancement and social spheres. Commuter students, who often incorporate a range of equity characteristics, aim to achieve good degree and employment outcomes, and prioritise academic engagement. But commuting tempers their face‐to‐face academic engagement as they make trade‐offs between the costs of travelling and the value of the academic encounter. Engagement in enhancement and social activities is limited and is seen by many as an extraneous aspect of the higher education experience. This lack of engagement can be understood through the employment of notions of economic, cultural and social capital, and these insights inform the recommendations for higher education providers to improve the engagement and outcomes of non‐traditional students in higher education. 相似文献
4.
Frank W. Agbola 《Studies in Continuing Education》2017,39(3):333-356
Making decisions about education choices is challenging and difficult for students. Utilising the theory of reasoned action, we specify and estimate a conceptual framework that captures the cognitive process of decision making of students in choosing top-up higher degrees in Hong Kong. Top-up higher or bachelor’s degrees are top-up undergraduate programmes forming a progression route for sub-degree graduates to earn bachelor’s degrees. We argue that attitudes, subjective norms and perceived value influence a student’s top-up higher education choices. Our results show that family members, educators, job availability and security, social image and difficulty of curriculum play critical roles in influencing students’ decision. We also find differences between females and males, between business and non-business students and between Year 1 and Year 2 students in higher education choices. These findings underscore the importance of educational institutions developing effective policies for promoting top-up higher degree programmes by taking cognisance of gender, the field of study and year of study differences and for policy makers to understand the dynamics of higher education. 相似文献
5.
The level of financial inequality among U.S. higher education institutions has important implications for students and society, yet few scholars have examined this topic using established methods for measuring inequality. This paper updates and extends previous work while introducing decompositions that shed light into key trends that we observed for the 2004–2017 period: increasing inequality in total expenditures and decreasing inequality in per-student expenditures. The results of our decomposition highlight how these opposing trends related to rising differences in enrollments and an increasingly positive correlation between an institution's enrollment level and its expenditures per student. Our decomposition results also show that both between-group differences and within-group differences contributed to the observed trends. Further examination of within-group differences reveals that inequality patterns differed meaningfully by institutional type, with doctoral universities and private baccalaureate colleges possessing higher levels of inequality and a more positive correlation between per-student expenditures and enrollments than master's institutions and public associate's colleges. 相似文献
6.
胡映 《成都教育学院学报》2010,24(10):67-69
大学生就业过程实际上就是一个社会需求、高校教育、大学生素质等诸多因素综合匹配的过程。我国社会转型时期民族地区普通高校毕业生的就业受社会环境、高校教育、大学生自身等因素的影响。为此,应进一步建立健全社会就业和用人机制,改进学校人才培养方式和加强大学生就业指导,全面提高大学生自身的就业市场竞争力。 相似文献
7.
Cultural capital as an explanation of variation in participation in higher education 总被引：1，自引：1，他引：0
John Noble 《British Journal of Sociology of Education》2009,30(5):591-605
Cultural capital is frequently referred to as a construct in the analysis of inequality in higher education. It has been suggested that variations in cultural capital contribute to social class differences in levels of participation, distribution of students between elite and other universities, and the likelihood of dropping out. However, recent analyses of quantitative data suggest that once students’ attainments are included in analysis of levels of participation the effects of social class disappear. One possibility is that cultural capital affects the likelihood of participation in higher education independently of the common measures of social class variation (parental occupation and education). In this analysis we include a measure of students’ cultural capital to investigate whether it exerts an effect on the likelihood of participation that is independent from students’ attainment. We also present and evaluate a practicable method of measuring students’ cultural capital. 相似文献
8.
Rashim Wadhwa 《Higher Education》2018,76(2):279-300
The Indian higher education system is supposed to be the source of equal opportunities to all students irrespective of their life circumstances. Does it succeed in realizing this ideal? In fact, the system of higher education inadvertently plays a critical role in constructing and recreating the inequalities between groups. The prime victims of inequality are first-generation students, whose disadvantages are unseen, their voices ignored and left on their own. In India, first-generation students are typically confronted with the dynamics of caste-based inequality in addition to their deficiency in the cultural and social capital. In this context, the purpose of this study was to examine if being a first-generation student had a significant influence on educational attainment. The field survey data of 900 senior secondary students was employed for the analysis. For the purpose of analysis, educational attainment was measured in terms of completion of higher secondary school and entry into higher education. The findings of the study confirm the difference in educational attainment between first-generation students and their counterparts. Results of logistic regression indicate that the location, category, family income, academic achievement, stream of education, and social and cultural capital are the pertinent factors which influence the educational attainment of first-generation students. 相似文献
9.
Jacqueline Witschge Herman G. van de Werfhorst 《School Effectiveness & School Improvement》2016,27(3):367-384
In this paper, the relation between the standardization of civic education and the inequality of civic engagement is examined. Using data from the International Civic and Citizenship Education Study 2009 among early adolescents and Eurydice country-level data, three-level analysis and variance function regression are applied to examine whether there is a relation between measures of civic education standardization and inequality in three dimensions of civic engagement: civic knowledge, interest in social and political issues, and participation in the community. Inequality is conceptualized as differences in students’ civic engagement between schools and the association between social origin and civic engagement. The results demonstrate that accountability is associated with more inequality in civic knowledge, whereas centralization is associated with less inequality in non-cognitive civic engagement. 相似文献
10.
Nicola Cherry 《Higher Education》1975,4(3):357-368
Undergraduate job values have been reported as reflecting both the sex and social origins of the student. The present study assesses whether such differences are of any occupational significance. Ratings on 30 job attributes were collected from 310 final year undergraduates at universities and colleges throughout Britain. The four factors extracted from these ratings were then related to the job held at 26 years. Although the proportions of men and women differed between jobs, this difference was adequately explained by the job values reported by the students before graduation. There was no evidence that women had different values (at college) than men who were, at 26, to do a similar type of job. The origins of sex and social class differences in students' values are explored and it is concluded that there is a need for a new approach to careers education for the highly intelligent student of limited aspiration. 相似文献
11.
ABSTRACTIn the last two decades, we have witnessed a rapid expansion of higher education in Mainland China and Taiwan, recording a significant increase in higher education enrolments in these two Chinese societies. The massification of higher education in China and Taiwan has inevitably resulted in an oversupply of university graduates, with growing social concerns for skills mismatches being found in the labour market, stagnant graduate employment and social mobility. This article critically examines how university students and graduates in these two Chinese societies reflect upon their employment experiences. Human capital theory predicts that other things being equal, raising participation in higher education will initially increase inequality as rates of return rise, and then it will reduce inequality as expansion reaches mass levels and rates of return decline. If the output of graduates outpaces the demand for their skills, which appears to be the current case in many countries, then supply and demand pressures reduce the pay premium for degrees and lower income inequalities. However, this study clearly demonstrates that the massification and the universalisation of higher education in Mainland China and Taiwan, respectively, have actually intensified inequality. 相似文献
12.
本文基于问卷调查所得数据,考察了社会分层对高等教育公平的影响.实证结果表明,优质高等教育机会的分配仍然向国家干部、企业经理等优势社会阶层的子女倾斜,社会分层扩大了高等教育的起点不公平;优势社会阶层子女在高等教育过程中处于有利地位,社会分层扩大了高等教育过程不公平,在重点本科院校中,过程不公平程度较大,而在一般本科和专科院校中,过程不公平程度较小;优势社会阶层子女更容易获得就业机会,社会分层对高等教育的结果公平有着不利影响,在重点本科院校中,这种影响较小,而在一般本科和专科院校中,这种影响较大.文章对此提出了相应的政策建议. 相似文献
13.
In this article, we evaluate the impact of social origin on the realisation of educational intentions at the time of becoming eligible for higher education in Germany. In general, we find high persistence of intentions and actual attendance of higher education. However, effects of parental education on the changes of educational intentions increase the existing social inequality with regard to higher education at the time of leaving secondary school. The group which is affected most are those young adults planning to study after vocational training—while the gap between different origin groups does not widen much during other stop-outs from education. This can be explained only partly by previous educational performance. The findings suggest that estimates of educational inequality are attenuated when entry into higher education is approximated by educational intentions of young adults. 相似文献
14.
This article examines the use of shadow education by students of compulsory secondary education in Spain over the period 2000?2010. The study identifies the proportion of the student population that uses this type of education and examines how the use of shadow education has evolved during this period. Data was drawn from the student questionnaire in the PISA report, which gathered information on extra lessons in the four studies conducted between 2000 and 2009. The study also contrasted the data on the use of extra classes with the socioeconomic profile of students and other indicators of social inequality. 相似文献
15.
Harry Friebel 《British Journal of Sociology of Education》2008,29(5):479-492
In this article, we examine the social dimension of inequality in educational participation. We look at the social transmission and gender‐specific channelling of education and further training in the context of employment and family. Based on quantitative survey data and qualitative interview data collected from a multi‐level empirical life‐course study (Hamburg Biographical and Life‐Course Panel: 1980–2006) conducted with a sample of the 1979 cohort of secondary school graduates in Hamburg, Germany, we discuss the education and further training practices in their lives – with special emphasis on social class of origin and gender. 相似文献
16.
17.
It is assumed that a perfect balance between student academic achievement and the quality of the university they attend is beneficial both for students and higher education institutions (HEIs). Matching theory predicts the existence of perfect match between the two groups in the absence of transaction costs associated with university enrolment. However, in this study we show cases of mismatch situations in Russia under the Unified State Exam—the standardised student admission mechanism. The reasons for minimal transaction costs and the emergence of unequal access to HEIs were studied. Based on data on Moscow high school graduates who entered university, the determinants of the mismatch between the quality of universities and applicant abilities were assessed. Whilst overall favourable matching results are established, we show that individual student achievement results are subject to the influence of school and family characteristics. Thus, inequality of access can be formed at stages preceding higher education enrolment. 相似文献
18.
ABSTRACTThis comparative study examines patterns of inequality in participation in two different types of adult learning and education (ALE) – job-related formal ALE (JFALE) and job-related non-formal ALE (JNFALE) – as related to social origins at the micro-level and three categories of social inequality at the macro-level at the macro level (economic, education, and skill inequality). Using data from the Programme for the International Assessment of Adult Competencies (PIAAC), two methods are used to analyse 19 selected OECD countries: multivariate binary logistic regressions to explore the extent to which individuals’ social origins are associated with ALE participation and two-stage multilevel analysis to examine the relationship between social origins’ advantages in ALE participation and social inequality. Statistically significant advantages in ALE participation of social origins were observed in some countries. Additionally, statistically significant positive relationships between social inequality and social origins’ advantages in JNFALE participation are found, which implies that increases in social inequality strengthen advantages associated with social origins. 相似文献
19.
Dian-Fu Chang 《Higher Education》2018,75(3):449-469
The purpose of this study was to explore geographic mobility among university students in Peru and to understand how mobility patterns differ by region and by demographic indicators of inequality. The ways that students may be able to move geographically in order to access quality higher education within the educational system can be a driver of equality or inequality, depending on who is able to take advantage. Using data from a university census, we examine how demographic indicators of inequality are related to geographic mobility for university attendance, how prior geographic mobility predicts later mobility for university attendance, and how these relationships differ based on the number and quality of universities in a region. Results show that sociodemographic variables related to social inequality explain a substantial amount of students' postsecondary mobility. However, some of these relationships do not operate in the same way in all of the regions. Depending on the availability of universities and their quality, patterns of association between inequality and geographic mobility change. Implications for higher education policy as well as further research examining geographic mobility and inequality in education are discussed. 相似文献
20.
林亮景 《番禺职业技术学院学报》2009,8(1):18-22
坚持以就业为导向的高职教育,就是坚持专业建设围绕学生就业。要以学生就业为中心,开展专业建设;以学生的实际就业和市场的实际需求为出发点,推动专业改革。高职法律事务专业,由于司法岗位门槛过高,导致就业质量不高,专业建设与发展面临巨大挑战。因此,有必要通过剖析学生的“出口”,探究高职院校法律事务专业建设的出路。 相似文献