共查询到20条相似文献，搜索用时 803 毫秒
1.
Eleni Oikonomidoy 《Globalisation, Societies & Education》2009,7(1):23-39
Drawing from the findings of a qualitative study with female refugee high school students from Somalia in the US, this paper attempts to provide a window to understanding the multilayered character of newcomer students’ academic identity construction. The students’ micro‐level processes of creating spaces for belonging at school are linked to their macro‐level extra‐educational connections at the societal and global levels. The framework presented attempts to sensitise educators to increase their attention to the global‐socio‐cultural contexts of education and strive to create spaces within schools for the recognition and facilitation of students’ complex identities. 相似文献
2.
Sharon Broughton Elizabeth van Acker 《International Journal of Lifelong Education》2013,32(3):279-293
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
3.
Karen MacFarlane 《高等教育研究与发展》2018,37(6):1201-1215
Student success in higher education (HE) is dependent on the possession of a positive learner identity, the development of which is a complex longitudinal process of change. Exploring the growth of learner identity within the transition between school and university is therefore apposite, especially for learners from disadvantaged backgrounds who may not have sufficient cultural capital to make an easy intellectual transition from school pupil to university student. Learner identity is positively linked with both the academic and social context of learning as well as with concepts of engagement and a sense of belonging in HE. This article explores the findings of a Scottish study involving 30 students who took part in a unique widening participation model based on immersing learners in the university environment whilst still at school. Findings include evidence of the development of a transformative HE learner identity which is enabled by an immersive experience of university prior to entry. A model for HE learning identity formation is suggested. In the context of the current dialogue on fair access and widening participation to HE internationally, findings point policy makers to the benefits of long-term immersion in HE prior to entry for successful transition to university. 相似文献
4.
Maggie Callingham 《International Journal of Inclusive Education》2017,21(2):131-145
An enduring educational dilemma is that young people from economically disadvantaged backgrounds do not have their needs met in conventional schooling. As a result, many have left school by Year 11. To counter this trend, some schools in disadvantaged areas introduce targeted in-school interventions before Year 11 to meet the needs of their students. Many of these interventions, which are highly successful in engaging students and supporting them to achieve, have insights to offer schools, but they remain on the margins as programmes for particular young people. However, a government secondary school in Victoria, Australia has been an exception. It was inspired to apply aspects of a successful intervention, Hands On Learning, to a whole-school initiative to enhance the engagement of all of its students. I used a case-study approach to investigate the initiative’s first year of implementation. Findings revealed that the majority of students did report engagement. However, economically disadvantaged students faced barriers to full participation that negatively impacted their learning experiences. The inequitable distribution of educational benefits demonstrated that whole-school adaptation of an intervention is not straightforward and unless the needs of disadvantaged students are targeted in the whole-school initiative, they are likely to experience educational disadvantage. 相似文献
5.
The longitudinal association of childhood school engagement with adult educational and occupational achievement: findings from an Australian national study 
下载免费PDF全文
下载免费PDF全文 Joan Abbott‐Chapman Kara Martin Nadia Ollington Alison Venn Terry Dwyer Seana Gall 《British Educational Research Journal》2014,40(1):102-120
The research investigated the association between school engagement and adult education and occupation outcomes, within the context of a 1985 Australian longitudinal national cohort study of the factors affecting children's long‐term health and well‐being. School engagement may be more modifiable than other factors related to academic success, such as academic attainment, which is influenced by family background. A School Engagement Index was constructed using questionnaire items on school enjoyment and boredom. Related school engagement items included learner self‐concept, motivation to learn, sense of belonging, participation in school or extra‐mural activities, and enjoyment of physical activity. In 2004–2006, participants (aged 26 to 30 years) reported their highest level of education achieved and current occupation. Potential covariates included age, sex, markers of socio‐economic status in childhood, personality and school‐level variables (i.e., number of students, single sex versus co‐education; government, private or independent). Logistic regression was used to estimate the odds of achieving post‐compulsory school education and achieving higher status occupations. Findings revealed that each unit of school engagement was independently associated with a 10% higher odds (OR 1.10 95% CI 1.01,1.21) of achieving a post‐compulsory school education. Maternal education, self‐concept as a learner, motivation to learn, all also significantly predicted achieving post‐compulsory school education. School engagement was found to mediate the association between the personality characteristic of agreeableness and education outcomes. Higher school engagement was also independently associated with achieving higher status occupations 20 years later (OR 1.11 95% CI 1.03, 1.20). Importantly, this was independent of a host of background factors. 相似文献
6.
Research on inequality in higher education (HE) is often dominated by class-based assumptions about traditional and non-traditional students. This binary distinction emphasising students’ socio-economic status tends to oversimply the complexity of educational inequality, neglecting crucial factors which affect the perception of social position. Therefore, this study aims to investigate the understanding of inequalities in HE with new data on the meaning of locality, using evidence from comparative studies of institutions. Locality is interpreted as an inclusive concept capturing place identity as well as local attachments based on language, culture and the natural environment. The qualitative and quantitative data were collected from 192 participants in three distinctly different HE institutions, which were deliberately selected according to their socio-economic, cultural, and institutional status. This mixed methods research confirms the importance of different types of belonging at institutional, local and national levels, and their different effects on student groups. The study captures to what extent geographical mobility is associated with social class, by examining students’ sense of belonging and their interpretation of locality in universities across Wales. It challenges the notion of disadvantaged background, and poses a critical question about cultural and geographical familiarity. This study therefore enriches the current debates about the impact of social inequality alongside social class on students’ belonging, success and retention in HE. 相似文献
7.
This article suggests that child poverty and unequal educational opportunity are inextricably linked. It is argued that even from an early age children from poorer backgrounds are disadvantaged in terms of their preparedness to thrive in the formal school environment. Educational achievement is strongly influenced by attitudes and much research suggests that children from less advantaged backgrounds feel less in control at school and lack confidence in performing traditional school tasks. The ‘Sparking the Imagination’ project set out to try on a small scale to co‐ordinate efforts in raising educational opportunity for children from disadvantaged backgrounds by focusing on the context in which teaching and learning takes place. It was also deemed necessary to introduce measures to raise the motivation and aspirations of all involved and this was achieved through the engagement of children, teachers, parents and creative experts in collaborative learning within the classroom. 相似文献
8.
Saeeda Shah 《牛津教育评论》2013,39(4):523-540
Faith identity is emerging as significant for Muslim students in the post 9/11 scenario, with implications for their education and wider social cohesion. This poses challenges to school leaders, raising issues not only linked to student achievement and performance, but also with regard to students’ identity constructions and their educational engagement. The paper draws on data collected from a small number of teachers and Muslim students from two secondary schools in England, looking at how Muslim students experience their identity in the school context and with what implications for their educational engagement. It also discusses the challenges for educational leaders/teachers in managing ‘Muslimness’ on educational sites. The data indicate that the increasing engagement with faith identity can be a response to experiences of discrimination, marginalisation and negative media. The paper highlights the need for communication and understanding across differences, underpinned by an equally pressing need for the recognition of religious and cultural diversity. 相似文献
9.
A central tenet of contemporary education policy relates to the desire to extend higher education (HE) provision to less advantaged groups (‘widening participation’). Our paper contends that a key behavioural obstacle to widening participation lies in the erroneous belief that persists among potential entrants from disadvantaged backgrounds as to their capabilities of succeeding within the HE environment – a perception that serves to deflate application/recruitment rates from such groupings. We test this ‘false uniqueness’ thesis using a sample of 127 new UK undergraduates, finding that students drawn from lower social class backgrounds consistently underestimated their abilities vis‐à‐vis the overall cohort. 相似文献
10.
Gavin Doyle 《Irish Educational Studies》2019,38(1):71-88
This paper examines early school leaving from the perspective of parents of early school leavers in an inner-city local authority housing estate in the Republic of Ireland living with the challenges of significant marginalisation. While the vast majority of post-primary pupils now sit a Leaving Certificate examination, and improvements in school retention rates have also been found in ‘disadvantaged’ schools in recent years, a disproportionate number of those leaving school early come from lower socio-economic backgrounds. Through in-depth, semi-structured, interviews, this qualitative study examined the perspectives of nine parents of early school leavers about the factors contributing to young people from this area leaving school early. This article focuses on three aspects of the findings through which the parent participants framed their views on early school leaving; (1) feeling let down by school, and (2) being stigmatised being from a ‘disadvantaged’ area, and (3) dealing with life traumas. For the participants, these factors significantly constrained their child/ren in engaging with education. The findings are examined through an interrogation of the shaping impact of social class and ‘place’. Recommendations include specific professional development for educators in challenging contexts about the impact of trauma and socio-demographical positionality on educational engagement and outcomes. 相似文献
11.
Harry Joseph Savelsberg 《教育政策杂志》2013,28(5):657-675
Australian youth income support and educational policies have focused on increasing participation and retention in schools. The assumptions and rationales underpinning these policies assert a positive relationship between educational engagement, employment and social inclusion. This paper examines these assumptions and rationales and, drawing upon Australian and international research (particularly the UK) over the past decade, questions the efficacy of these policies in achieving their stated goals. Furthermore, the paper argues that the neo‐liberal philosophical underpinnings of these policies, particularly the emphasis on responsibilisation, can undermine disadvantaged young people’s engagement with school and does little to create positive pathways to employment. Moreover, it is clear that disadvantaged young people are not assisted by these policies to make empowered social transitions. 相似文献
12.
Brenda Leibowitz 《高等教育研究与发展》2009,28(3):261-274
The study presents a framework for investigating the powerful resources within learners’ educational biographies, which, from their own accounts, appear to influence their engagement with teaching and learning practices. The research framework stresses the material, social and cultural influences on a learner’s biography and the need for recognition as well as the redistribution of resources. It assumes that both socio‐cultural influences as well as individual, affective and agentic phenomena play a role in shaping a student’s career. This framework is discussed in relation to a study undertaken at a South African university, at which 164 students, lecturers and academic support staff participated in semi‐structured interviews. The main focus of the interview was the individual’s educational biography as narrated by the individual. The findings support the socio‐cultural perspective and show that the relationship between identity, identification and feeling ‘at home’ with engagement in deep teaching and learning, is both complex and uneven. 相似文献
13.
Paul Redmond 《Tertiary Education and Management》2006,12(2):119-135
The drive to widen access and participation in higher education is rapidly transforming the sector. Despite this, through
an interplay of social, cultural and gender-related factors, students from ‘widening participation’ backgrounds can all too
frequently become, within their own institutions, ‘outcasts on the inside’: formally accepted by the university without ever
acquiring, still less embodying, the traditional social and cultural advantages bestowed by HE. Thus, the irony of widening
participation would seem to be that by entering higher education an already disadvantaged educational habitus should be reinforced not transformed. Based on a three-year ethnographic study, this paper explores the factors motivating
widening participation students to enrol in higher education, the nature of their experiences, and the extent to which higher
education represents an attempt at social repositioning. 相似文献
14.
Using the Education Watch household survey database, this paper explores children’s access to pre‐school education in Bangladesh. Participation in pre‐school education has been increasing in Bangladesh at the rate of 0.6% per year and the net enrolment rate was found to be 13.4% in 2005. Enrolment of over‐aged children in pre‐school education made the gross enrolment ratio as high as 30.5%. However, over half of the four to five year olds at school were actually enrolled in primary school and not in pre‐school. Moreover, 71% of the four‐ to five‐year group were out of school. Only a third of the four‐ to five‐year‐old children enrolled in schools had the opportunity to attend the English‐medium kindergartens or NGO‐run non‐formal schools, both of which provide better quality pre‐school education. Urban children, especially those with educated parents and from more privileged socio‐economic backgrounds, were more likely to have access to pre‐school education. The lack of a common pre‐school curriculum seems to have created further inequity among children at this very early age. An educational policy targeting poor and socially disadvantaged children with support from both the state and current pre‐school providers is urgently needed to provide four‐ to five‐year‐old children appropriate education for their needs. 相似文献
15.
Teachers immigrating to Canada with credentials from non‐Canadian jurisdictions are regarded as desirable immigrant professionals because of their high levels of education and yet, nevertheless, are required to redo some or all of their professional training. This research examines sociocultural notions of voice, agency, authorship and identity in considering how a group of 28 teachers with diverse professional and personal backgrounds, and with initial teaching credentials from outside Canada, perceive and respond to the institutional/structural constraints imposed by mainstream ‘gate‐keeping’ institutions. Analysis of data from interviews and questionnaires indicates that teachers initially credentialled outside of Canada potentially have much to add to the education of students in Canadian schools. However, to achieve this potential it is necessary that these educators' encounters with Canadian educational institutions engage rather than silence their voices. 相似文献
16.
Tamjid Mujtaba Richard Sheldrake Michael J. Reiss Shirley Simon 《International Journal of Science Education》2018,40(6):644-667
There is a widespread concern that relatively few students, especially those from disadvantaged backgrounds, continue to study chemistry and other science subjects after compulsory education. Yet it remains unclear how different aspects of students’ background and home context, their own attitudes and beliefs, and their experiences of particular teaching approaches in school might limit or facilitate their studying aspirations; concurrently, less research has specifically focused on and surveyed disadvantaged students. In order to gain more insight, 4780 students were surveyed, covering those in Year 7 (age 11–12 years) and in Year 8 (age 12–13) from schools in England with high proportions of those from disadvantaged backgrounds. Predictive modelling highlighted that the students’ aspirations to study non-compulsory science in the future, and to study the particular subject of chemistry, were strongly associated with their extrinsic motivation towards science (their perceived utility of science, considered as a means to gain particular careers or skills), their intrinsic interest in science, and their engagement in extra-curricular activities. Additionally, their self-concept beliefs (their confidence in their own abilities in science), some teaching approaches, and encouragement from teachers and family alongside family science capital had smaller but still relevant associations. 相似文献
17.
Low application rates of state school students to elite universities have been identified as a factor in their limited participation in elite universities. This article explores the role of teachers in state schools and colleges in guiding higher education (HE) choice. Drawing on qualitative research with teachers and students in six institutions, we identify differential practices that corroborate explanations of an ‘institutional habitus’ shaping students’ likely pathways to HE. However, we suggest that attention is paid to teacher habitus, demonstrating how teachers’ political and ethical dispositions as well as their social capital are potential factors shaping students’ decision‐making about HE, and elite university applications in particular. 相似文献
18.
《师资教育杂志》2012,38(4):400-415
This article describes a novel UK school/university partnership, the Plymouth Model designed to encourage young people from disadvantaged backgrounds to aim for higher education (HE) study. The model incorporates the activity of university students, researchers and teachers working together to improve aspirations and outcomes for pupils and potentiate their own intellectual, professional and personal development. Background policy and curriculum development models are outlined and a UK study in which inner city primary and secondary school teachers’ views and pupils’ aspirations were gauged before and after the school/university partnership model was implemented. The intervention led to a significant increase in pupils’ motivation to go on to HE study and findings further suggest that the problem of aspiration and motivation for progression to HE may lie not with the pupils themselves, or with their parents or carers but with their teachers. The serious implications of the findings for policy and practice are discussed and suggestions made for future research. 相似文献
19.
International authors have argued that social class inequalities can influence parental engagement in education. Lareau argued that middle-class families possess the resources to actively cultivate their children to succeed academically, whereas working-class and poor families feel they lack such resources and allow their children to develop limited and passive relations with school. This article applies a core element of Lareau’s typology of child rearing to examine disadvantaged British mothers’ experience of engaging with schools. A study involving 77 parents and caregivers of secondary school children, considered disadvantaged, sought to understand the experiences of parental engagement in primary and secondary education. Selective case studies have been chosen from this larger study, using a thematic analysis, to understand how these mothers interpreted their experiences of engaging with secondary education, their feelings of frustration, powerlessness and distance from secondary school. The stories presented illustrate that the ‘accomplishment of natural growth’ provides a contemporary class analysis framework to interpret the experiences of some disadvantaged British parents. Recommendations are made advising how Lareau’s typology of child rearing can inform policy and practice in the British education system and recommendations for future research are made with the purpose of promoting equal access to educational engagement and opportunities. 相似文献
20.
Loshini Naidoo 《British Journal of Sociology of Education》2009,30(3):261-273
Schools represent the primary setting where refugee children learn about Australian life and culture. They serve as a broad context for acculturation not only for academic development and language acquisition but for cultural learning too. This paper focuses on the after‐school homework tutoring programme that uses University of Western Sydney (Australia) secondary teacher education students as tutors for African refugee students in secondary schools to facilitate their inclusion into Australian society. African refugees may receive lower returns for education in comparison with other Australian migrants. Using Bourdieu’s theory of social capital and cultural reproduction as a conceptual framework, this paper discusses the part played by schools in constructing barriers that prevent under‐represented groups such as refugees participating in the education process. It aims to explore the success of community engagement programmes like Refugee Action Support, which is designed to act in the interests of others (refugees) characterised as socio‐culturally disadvantaged. 相似文献