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1.
This article reports a study that investigated secondary school students’ higher education aspirations (towards university studies, ISCED 6 and above) and how these differ between student groups as well as how these are impacted by values of education. Panel data of more than 300 secondary school students in two countries, Luxembourg and Switzerland (the Swiss Canton of Bern) was analysed. Schools are structured differently in the education systems of Luxembourg and the Swiss Canton of Bern. The results of our analysis show that students in the Luxembourgish sample more often aspire to higher education than in the Swiss sample. Disparities in higher education aspirations were also more pronounced in the Luxembourgish sample, boys and students from families of low socio‐economic status (SES) were less likely to aspire to higher education. While the effects of values of education are generally scarce, stimulation in terms of anticipated enjoyment and interest derived from participation in higher education seems to have a positive effect on higher education aspirations.  相似文献   

2.
This paper provides a critical discussion of contemporary policy agendas to raise aspirations for university study among students from low socio-economic status (SES) backgrounds. It traces the politics of aspiration from the working class ‘poverty of desire’ thesis propounded by British socialists at the turn of the twentieth century to recent concerns about the educational aspirations of low SES groups. These concerns are manifest in the current aspiration-raising agenda in Australian higher education, which aims to realise equity objectives by cultivating market-rational behaviour and dispositions to maximise self-investment in human capital. However, changes in contemporary global education and labour markets present significant obstacles to the ‘good life’ promises made by advocates of human capital theory, and even when these promises are realised, deficit constructions of aspirations persist. The paper identifies a tension in aspiration-raising logics between (1) human capital promises of economic rewards for enterprising behaviour and (2) the policing of aspirations and associated behaviours according to dominant social values.  相似文献   

3.
Aspiration is currently a prominent concept in higher education policy debates. However, reference to this concept is often made in terms of low socio-economic status (SES) students simply lacking aspiration, which schools and universities must work to instill. In contrast to this potentially deficit view, this paper draws on Appadurai's notion of the ‘capacity to aspire’, which reframes aspiration as a cultural category rather than an individual motivational trait. It discusses the proposition that low SES students do have substantive aspirations, but may have less developed capacities to realise them. Bourdieu's theories of cultural capital, habitus and field provide a supplementary theoretical framework, which draws attention to the complex relationships between socio-cultural background and life-world experiences that inform students' and families' dispositions toward school and their capacities to aspire to higher education.  相似文献   

4.
The discourse around students from low socio-economic backgrounds often adopts a deficit conception in which these students are seen as a ‘problem’ in higher education. In light of recent figures pointing to an increase in the number and proportion of these students participating in higher education [Pitman, T. 2014. “More Students in Higher ed, But it's no more Representative.” The Conversation 28: 1–4] and an absence of evidence to support deficit thinking, this deficit discourse requires re-examination. Qualitative data from 115 interviews carried out across 6 Australian universities as part of a national study reveal that, contrary to the conception of these students as a ‘problem’, students from low SES backgrounds demonstrate high levels of determination and academic skills and that they actively seek high standards in their studies. This paper critically examines deficit conceptions of these students, drawing on findings from qualitative interviews with 89 successful students from low SES backgrounds and 26 staff members recognised as exemplary in their provision of teaching and support of students from low SES backgrounds. Drawing on these findings, this paper challenges the deficit discourse and argues for a more affirmative and nuanced conception of students from low SES backgrounds.  相似文献   

5.
In this article, I explore men’s educational experiences and aspirations in the context of UK policy discourses of widening participation and migration. Critiquing discourses that oversimplify gendered access to higher education, I develop an analysis of the impact of masculine subjectivities on processes of subjective construction in relation to be(com)ing a university student. Neoliberalism and self‐regulation emerge as significant themes by which the men make sense of their educational experiences and aspirations. Widening participation policy discursively constructs the subject as ‘disadvantaged’, ‘with potential’ and responsible for self‐improvement through participation in (alternative forms of) higher education (HE). The concept of diaspora illuminates the complex ways the men reconstruct their traumatic experiences in terms of hope and possibility, across different cultural spaces and expectations. A key question is how do the men construct and make sense of their masculine subjectivities in relation to diasporic experiences and aspirations to become HE students?  相似文献   

6.
Research on students’ aspirations, an important predictor of educational attainment, is mostly focused on individual-level determinants, reflecting the classical status attainment model. Studies have suggested a school composition effect, but ignore school processes. Inspired by new insights in school effects research looking at teachers’ expectations at the school level, we investigate the mediating and moderating role of teachability culture in the relationship between SES composition and aspirations. Multilevel analyses of data (2013–2014) from 2.354 students and 502 teachers across 30 Flemish secondary schools show that teachers’ shared expectations can compensate for the detrimental effects of low SES composition on aspirations.  相似文献   

7.
Demand for higher education in Australia has doubled since 1989, increasing the number of students from diverse social, economic and academic backgrounds. Equity targets have seen a proliferation of programs and interventions aimed at encouraging school students, particularly those from low socio-economic status backgrounds, to participate in higher education. However, little is known about the specific occupational interests of school students upon which targeted strategies might effectively be designed and implemented. This paper examines school students’ aspirations for specific careers that require a university education, in relation to student background and school-related variables. The analysis draws from a study of 6492 students from Years 3 to 12 in 64 New South Wales public schools. We found a complex array of factors relating to interest in different careers. Year level at school, gender and prior achievement were stronger predictors across many careers than factors such as SES, Indigenous status and school location. We argue that rather than taking a one-size-fits-all approach to encouraging participation in higher education, outreach activities should be targeted to take account of student diversity and inequalities that foster differing aspirations.  相似文献   

8.
The aspirations and expectations of the growing international student cohort in Australia are implicitly incorporated into recruitment and internationalization strategies but have received little academic analysis. To address this gap in the literature, this paper develops a conceptual model built upon earlier research by Tim Mazzarol and Geoffrey Soutar, which focuses on the push and pull factors relating to home country and country of destination, respectively, in relation to students' decisions to seek international study. Focusing predominantly on Chinese and Indian students, we conceptualise, extend and place the push and pull factors within a social psychological framework in relation to students' aspirations and expectations of international education, indicating factors that can be influenced by higher education (HE) institutions and their programmes, and those which cannot. We then interrogate the model and its applicability in Australian HE through the case study of an Indian international Study Tour conducted in our Australian HE institution in 2009. In the present context of decreased international student enrolments in Australia in 2010, where we seek to better understand our international students, the proposed model provides a basis for identifying international students' expectations and aspirations and developing prospective international relations.  相似文献   

9.
As the Australian higher education population further diversifies as a result of federal government policy changes, the collective understanding of effective university teaching in the Australian context will need to evolve to incorporate such shifts. The Australian Government has set clear targets for increased university participation of people from low socio-economic status (LSES) backgrounds. While their performance is comparable to students from higher SES backgrounds, many LSES students face particular challenges in undertaking university study. Using a ‘success-focused’ (Devlin 2009) methodological approach, this research documents the factors that a sample of 53 later-year, LSES students at one Australian university report have assisted them to manage and overcome the challenges of remaining at, progressing through and succeeding in their studies. The most helpful factors included teacher availability to help, their enthusiasm and dedication; and their effective communication with students particularly but not exclusively around assessment requirements.  相似文献   

10.
While shadow education, organized learning activities outside formal school, has grown greatly around the world, the relationship between formal schooling and shadow education has not been well investigated. This study is therefore intended to empirically test whether formal education’s structure (i.e. tracking) affects students’ shadow education participation by utilizing a nationally representative dataset consisting of 10th-grade students in Japan. Results of multilevel logistic regression analyses show school socioeconomic compositional and cross-level interaction effects on shadow education participation: students in high-socioeconomic status (SES) schools are more likely to seek shadow education lessons than those in schools of lower SES; and higher SES students tend to take shadow education lessons, especially when in high-SES schools. Additionally, the study finds that the school composition effect becomes relatively weak when extra lessons are free of charge, highlighting the importance of family economic capital to obtain additional learning opportunities.  相似文献   

11.
This article examines the association between school ethnic composition and immigrant students’ intentions to finish high school and to move on to higher education. We used data from 1324 immigrant and 10,546 native students gathered in the school year 2004–2005 in a sample of 85 Flemish (Belgian) secondary schools. Logistic multilevel analyses (HLM6) show that students attending schools with a majority of native students (enrolling less than 20% immigrant students) were twice as likely to plan to finish high school and to plan for higher education than those attending high concentration schools (more than 50% immigrant students). These associations were due to students’ socio‐economic status (SES) and there was no difference in aspirations between high and low concentration schools after controlling for students’ SES and the SES context of the school. All else being equal, immigrant students in high concentration schools tended to aspire to finish high school and move on to higher education slightly more than those attending medium concentration schools (20–50% immigrant students). The analyses further show that these differences between high and medium concentration schools can be explained by the more optimistic culture in high concentration schools. The main conclusion is that high concentration schools are not necessarily detrimental for students’ educational aspirations.  相似文献   

12.
This study examines direct and indirect effects of family socioeconomic status (SES) and parental expectations on adolescents’ mathematics and problem-solving achievement in mainland China. SES here is composed of family wealth, home educational resources, and parental education. Over 5,000 ninth-grade students in 5 geographical districts of China participated in the study and were assessed by using the items adapted from the Programme for International Student Assessment (PISA). Results from structural equation modelling indicated that 2 components of SES – home educational resources and parental education – positively predicted parental expectations; however, the 3rd component – family wealth – negatively predicted parental expectations. Family wealth, parental education, and parental expectations significantly predicted mathematics achievement, and home educational resources, parental education, and parental expectations significantly predicted problem-solving achievement. The 3 components of SES also had significant indirect effects on both mathematics and problem-solving achievement through parental expectations, and the effect of family wealth was a suppression effect. These results were further discussed from Chinese cultural contexts.  相似文献   

13.
Australian Government policy initiatives to increase young peoples' participation in higher education are pursued in this paper. It argues that pedagogy and curriculum have a direct influence on student engagement. The interrelationships between pedagogical practices, curriculum based on a well-being framework, and the shaping of subjectivities and aspirations of young people in a region characterised by socio-economic challenge are explored. This 2-year case study used action research by university academics, school-based teachers and school students in an R-12 school in the northern suburbs of Adelaide, South Australia. Findings drawn from narratives, field notes, student work samples and professional conversations, situate well-being as central to young people's self-awareness of their aspirations. The themes of: Pedagogies and learning activities; Relationships, caring and connections, and; Places, spaces and belonging help to arrange the argument that concludes that young people living in low socio-economic areas do have aspirations for the future. Furthermore, the educational implications highlight the significance of the role of the teacher within the social and emotional domains which connect student life-worlds within their particular contexts, building cultural capital and broadening capabilities, self-awareness, aspirations and achievement.  相似文献   

14.
Widening participation programmes aim to increase the progression of students from low socio‐economic status (SES) groups to higher education. This research proposes that the human capabilities approach is a good justice‐based framework within which to consider the social and cultural capital processes that impact upon the educational capabilities of young people from low SES groups. It presents a case study which examines the developing capability set of Irish students from a representative sample of schools participating in a university‐based widening participation outreach programme aimed at increasing social and cultural capital constructs. Qualitative analysis is presented from four schools; four student focus groups with 22 student participants, and 15 individual student interviews. Findings focus on the developing capabilities of autonomy, hope, voice and identity, as well as on the relationship between specific widening participation activities and the developing capability set. The findings highlight the development of college‐focused knowledge and how this impacts upon students’ aspiration to participate in higher education. The idea of ‘widening capability’ is discussed in relation to the potential of the capability approach to contribute an additional dimension to a mainly neoliberal policy rhetoric, which emphasises the market value of higher‐education participation. In doing so, it explores how widening participation activities can influence the widening capability set of low SES students, and its relationship with what the students deem to be ‘a life of value’.  相似文献   

15.
The underrepresentation of persons from socio-economicallydisadvantaged backgrounds in higher education in countries such as Australia isof policy concern. In order to be able to identify such individuals fortargeted interventions and to monitor their participation rates, it is necessary to havean accurate, simple to administer, and relatively inexpensive method of measuringstudents' socio-economic characteristics.We demonstrate that the postcode methodology currently used bythe Australian Department of Education, Training and Youth Affairs (DETYA) formonitoring purposes, while being relatively simple and inexpensive toadminister, is subject to considerable error. A student is allocated the `average'socio-economic status (SES) of all persons living within their residential postcode area, butareas can contain a mix of people from low, medium and high socio-economicbackgrounds. In order to identify more accurately low SES students, we develop measuresbased upon the characteristics of individual students, rather than thecharacteristics of the area in which they reside.These new measures are based upon the results of theParticipation in Higher Education Survey. This survey was conducted in the second half of1997 and was based upon a sample of approximately 3000 first year studentsenrolled at a range of campuses throughout one Australian State. Our findings suggestthat individual-based measures relating to the occupation and education ofparents at the time when the student was in high school are appropriate for theclassification of both recent school leavers and mature aged students. Together, thesecharacteristics represent the family socio-economic situation while the studentwas attending secondary school.  相似文献   

16.
ABSTRACT

Opportunities for social mobility are generated by education systems designed to alleviate the effects of social origin by providing equality of opportunities and resources. The persistence of the strong association between socioeconomic status (SES) and child’s educational achievement and attainment suggests that social origin continues to play an integral role in the educational outcomes of successive generations of Australians. Sociologists draw on a range of theoretical perspectives to explain this association including Bourdieu’s cultural and social capital theories. Using data collected by the Longitudinal Survey of Australian Youth 2009 (LSAY09) project, I examine the associations between student SES, school SES and two outcome variables: Programme for International Student Assessment (PISA) score and university enrolment. The results indicate that low SES students attending high SES schools perform better on PISA tests than low SES students attending low SES schools. After controlling for PISA score, low SES students were less likely than their high SES peers to enrol at university. Furthermore, students attending low SES schools were less likely than their peers attending high SES schools to enrol at university, net of their individual SES and their PISA scores.  相似文献   

17.
This paper examines the educational ambitions of adults from a disadvantaged area in Australia who returned to study at a further education institution as a means to access higher education. The study examines the significance and influence of romance, gender and social class on their formal learning, and the delaying influence of these factors in realising lifelong learning aspirations. It draws on written testimonies of students’ early expectations and beliefs about learning, education and life choices, their current beliefs and future tertiary and career expectations to argue that romantic conceptions of early motherhood/marriage have a negative impact on women from low socio‐economic backgrounds. The focus is on self‐reporting of the impact of early parenthood and/or the consequences of premature dissolution of a romantic relationship on educational aspirations or opportunity. We define the basic concept of romance as concerning love and ‘living happily ever after’, incorporating love and people’s social aspirations, hopes and dreams, offering the promise of a better life. We find, one, that the discourse of romance had a very powerful early gendered influence on the female students’ educational aspirations, and on their ‘enlightenment’ after romance ‘went wrong’ which contributed to their educational disadvantage; and two, that exclusion from education is a motivating factor in returning to learning as an adult and strongly influences parental aspirations for those with children.  相似文献   

18.
The Australian Government’s policy to transform higher education by 2020 includes plans to significantly raise the levels of undergraduate enrolment by people of low socio-economic status. In light of this policy direction, this article examines how a group of undergraduate students of low socio-economic status work to maintain their desire for learning and to remain included in the university system despite experiencing cultural processes of exclusion. As the students reflect on the cultural and pedagogical conditions that promote, support and enhance their participation and engagement in higher education, a picture emerges of the importance of students’ relationships with academics. Whilst positive relationships help students to remain engaged, negative experiences work against continuing participation and engagement. Given the desire of the Australian government to increase participation in higher education by students from under-represented groups, this research identifies some challenges and possibilities for both universities and academics.  相似文献   

19.
While access to higher education has increased for Indigenous Australians, participation and completion rates remain lower than those of non-Indigenous Australians. A sound evidence base is needed to ground equity initiatives if they are to address the specific needs of Indigenous students. This paper presents the results of a scoping review of empirical research focusing on the participation of Indigenous students in higher education. The purpose of the scoping review was to synthesise empirical research on aspirations for, and barriers and enablers to, higher education that were published between 2000 and 2016 (n = 57), and identify areas where further research is needed. Despite a recent increase in research on this topic, relatively little attention has been paid to Indigenous students’ aspirations while they are at school. We argue that future research should take account of school students’ aspirations for higher education, including primary school students; the similitude of barriers and enablers across the student life cycle; differences within Indigenous community and among Indigenous students; and, the insights emerging from Indigenous methodologies and scholarship.  相似文献   

20.
The present study was an investigation of Asian Australian and Anglo-Celtic Australian parents' educational expectations of, and aspirations for, their children. It was predicted that parents from Asian backgrounds would have higher academic standards and higher aspirations for their children's education, compared with Anglo-Celtic Australian parents. These hypotheses were largely supported by a survey of 239 Australian parents from Chinese, Vietnamese and Anglo-Celtic cultural backgrounds. There was evidence of a preference for university education among the Chinese and Vietnamese parents, while Anglo-Celtic Australian parents from lower socioeconomic backgrounds were more likely to prefer their children to attend TAFE or complete an apprenticeship. The results are discussed in terms of the role of parental factors in children's academic achievements.  相似文献   

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