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1.
This paper explores whether and in what ways young people's perceptions and experiences of higher education (HE) can facilitate the transmission within their social networks of social capital both upwardly (from child to parent) and horizontally (from sibling to sibling), and thus can potentially provide bridging capital to family members, especially in families with little or no prior experience of HE. It utilises data from a project that explored the embedded nature of decision‐making about HE amongst a group of ‘potentially recruitable’ adults and their wider networks. The study researched 16 networks, and the resultant sample of 107 individuals included six teenagers and 15 young people in their twenties. The paper concludes that, despite the general emphasis within existing theoretical approaches to network capital on the downward transmission of social capital, the educational experiences of younger generations can be critical in shaping the perceptions of other (including older) network members, albeit not always in ways that encourage formal educational participation.  相似文献   

2.
Young disabled people continue to be under-represented throughout further and higher education settings. Drawing on Pierre Bourdieu’s social theory of habitus, capital and field, this paper explores the practices of domination and oppression that have made it difficult for young people with visual impairments and hearing impairments to participate in third-level education on the same basis as non-disabled people. Twenty young people with hearing impairments and visual impairments were interviewed about their educational experiences. In addition, 31 interviews were conducted with third-level education providers, policy-makers and non-governmental organisations. This article has two aims: firstly, to critically examine the experiences of young people with hearing impairments and visual impairments in accessing and engaging with support provisions in further and higher education settings; and secondly, to identify and explore the diversity of ways in which these young people have managed and responded to the practices they have encountered. This article emphasises the journey from ability to dis-ability that young people with hearing and visual impairments experience in their quest for educational achievement. The ambiguities of “inclusion”, “widening participation” and “support” are highlighted and critiqued for their extensive failure to challenge taken-for-granted discourses.  相似文献   

3.
Both in the international context and in Flanders (the Dutch-speaking part of Belgium), research shows that many young people experience social exclusion in relation to education. However, research evidence concerning structural social inequality in education is predominantly underpinned by an outcome-based approach, since educational policies and practices are largely informed by a human capital model. Inspired by the theoretical insights of the Capability Approach, we aim to contribute to process-oriented knowledge about the ways in which educational and social welfare actors can support socially vulnerable young people in realising their capability for education rather than focusing on human capital. We draw upon a rich empirical basis of participatory biographical research with young people in the system of part-time vocational education and workplace learning, perceived as the residue of the educational cascade mechanism in Flanders and pertinently revealing problems of social exclusion and exit of young people.  相似文献   

4.
Young people’s aspirations remain an enduring focus of education policy interest and concern. Drawing on data from an ongoing five-year study of young people’s science and career aspirations (age 10–14), this paper asks what do young people aspire to at age 12/13, and what influences these aspirations? It outlines the main aspirations and sources of these aspirations as expressed by young people in England in the last year of primary school (survey of 9000+ Y6 pupils, aged 10/11, interviews with 92 children and 76 parents) and the second year of secondary school (survey of 5600+ Y8 pupils, aged 12/13, interviews with 85 pupils). We demonstrate how aspirations are shaped by structural forces (e.g. social class, gender and ethnicity) and how different spheres of influence (home/family, school, hobbies/leisure activities and TV) appear to shape different types of aspirations. The paper concludes by considering the implications for educational policy and careers education.  相似文献   

5.
The transition from school to secure work has become more difficult as young people bear the brunt of the restructuring of the Australian labour market. Young people raised in a rural community are over-represented in the most disadvantaged labour market group- those who have not participated in post-school training and who have experienced long periods of unemployment. Rural labour markets feature lower paid, less secure jobs than their urban counterparts. Education is a proven way of accessing the ‘better’ jobs offered by national labour markets. Why then do young people from disadvantaged rural areas not take up education and training opportunities to the same extent as their urban counterparts? The research discussed in this paper investigated ways in which family and school/community social capital influence young people’s work/study values and priorities with regard to post-school pathways. Family networks and information that are limited and concentrated in rural areas tend to be associated with a desire to find a job before completing school, preferably located near to home. Incomplete understanding and lack of trust of educational institutions and labour markets in urban centres based on local experience may be transmitted through advice of family and friends and influence young people toward current work rather than the longer term goal of post-compulsory education. The implications for regional and national programs of educational and community development are discussed.  相似文献   

6.
This research aims to present proposals that can improve the transition to adulthood of young people with intellectual disabilities (ID). Four focus groups were set up in three different cities in Spain, each comprising education and social work professionals, people with ID and family members. In total, 32 participants were included in the study. The discussions were recorded, transcribed and analysed using thematic content analysis. Improvements proposed by participants were organised into six themes: coordination between services and professionals; curricular approaches; participation by young people with ID; peer-relationship networks; family and administration. Participants highlighted the need to make the curriculum more flexible and foster curricular experiences related to social and workplace inclusion, as well as establish more continuity in guidance processes throughout the different stages of education and especially at the end of secondary education. Participants also suggested the need for young people with ID to have a more prominent role in their educational process, and strengthening their social networks by promoting their participation in community activities.  相似文献   

7.
This paper aims to explore the relationship between religious identity, acculturation strategies and perceptions of acculturation orientation in the school context amongst young people from minority belief backgrounds. Based on a qualitative study including interviews with 26 young people from religious minority belief backgrounds in Northern Ireland, it is argued that acculturation theory provides a useful lens for understanding how young people from religious minority belief backgrounds navigate majority religious school contexts. Using a qualitative approach to explore acculturation theory enables an in‐depth understanding of the inter‐relationship between minority belief youth's acculturation strategies and their respective school contexts. Similar to previous research, integrationist attitudes generally prevailed amongst minority belief young people in this study. The findings highlight how young people negotiate their religious identities in a complex web of inter‐relationships between their minority religious belief community and the mainstream school culture as represented through peer and staff attitudes, school ethos and practices and religious education. Young people demonstrated differentiated understandings of acculturation orientations within the school context, which they evaluated on the basis of complex perceptions of educational policy, interpersonal relationships and individuals' motivations. Findings are discussed in view of acculturation tensions, which arose particularly in relation to the religious education curriculum and their implications for opt‐out provision as stipulated by human rights law.  相似文献   

8.
This paper reports on findings from a three-year ethnographic study of 24 young people in northern England who were classified as not in education, employment or training (NEET), or at risk of becoming so. Drawing on conceptions of opportunity structure and educational marginality, the paper discusses the processes leading to young people becoming NEET after leaving school. It presents findings concerning the family backgrounds, school experiences, and educational attainment of participants, and traces their initial post-16 destinations and their pathways to NEET status. Although most participants did not become NEET immediately after leaving school, restricted labour market opportunities and a lack of high-quality education and training for middle- and low-attaining young people exacerbated social and educational disadvantage. Over time, participants became increasingly restricted to marginal forms of learning. The paper argues that a focus on opportunity structures provides a powerful way of understanding these processes, and that alongside sustained NEET status, educational marginality should be of equal concern to policy makers.  相似文献   

9.
This article focuses on the intersection between deafness and social class in the context of the unstable economic circumstances in Scotland following the 2007 recession. More specifically, this research investigated the following in the case of young people who are deaf or hard of hearing (DHH): (1) the interaction between educational attainment and post-school outcomes, and social class; (2) post-school educational experiences in relation to social class. Semi-structured interviews were conducted with 30 young people (aged 18–24) who are DHH. Interview data were analysed alongside administrative and survey data on school and post-school outcomes, and policy documentation. It was found that, in line with the mainstream population, social class is strongly associated with educational outcomes and post-school destinations. The interviews revealed that middle-class young people who are DHH were able to use social networks and the advocacy of parents to mitigate the negative consequences of deafness; this contrasted with the more troubled post-school experiences of young people from less advantaged social backgrounds. This research suggests that if the life chances of deaf young people are to be improved, both social class and deafness need to be taken into consideration by policy-makers and practitioners.  相似文献   

10.
Gender inequalities in educational attainment have attracted considerable attention and this article aims to contribute to our understanding of young women’s access to higher education. The article is based on our in-depth interviews with 26 Hindu and Muslim young women attending colleges in urban Bengaluru (formerly Bangalore), south India, and explores the barriers they confronted in fulfilling their aspirations. We highlight the similarities amongst the young women, as well as the distinctive experiences of the Hindu and Muslim interviewees. Financial constraints, lack of safety for women in public space, and gender bias, gossip and social control within the family and the local community affected Hindu and Muslim interviewees in substantially similar ways. For the Muslim interviewees, however, gender disadvantage was compounded by their minority status. This both underlines the importance of incorporating communal politics into our analysis and undermines popular discourses that stereotype Muslims in India as averse to girls’ and young women’s education.  相似文献   

11.
Based on Bourdieu’s conceptualization of social capital (the social stratification perspective), this study examines the impact of social capital on the educational outcomes of young people in Sweden, with a focus on the extra-familial aspect of social capital – that is, social capital generated by parental networks and active membership in various social organizations and friendship networks. The results indicate that the class background of respondents is the main predictor of access to all three forms of extra-familial social capital. However, after controlling for class background, the children of racialized immigrant groups are more likely to have access to more types of social capital than others. All three aspects of extra-familial social capital positively influence the educational performance of pupils.  相似文献   

12.
ABSTRACT

The purpose of this paper is to clarify the actual conditions of youth in social difficulties in Japan and to examine the characteristics and meanings of ‘educational support’ for them from the viewpoint of literacy theory as a social practice. My colleagues and I carried out a four-year qualitative study of several private groups supporting young people from 2012 to 2015. In this study, we visited the groups and conducted semi-structured interviews with young learners (aged from 16 to 23) and their supporters. It became clear during the interviews that most young learners had not received sufficient basic education because of their delinquency or truancy, and they had had very few opportunities to build relationships of trust with those around them. The elements of the support that is needed are clarified in this study as follows: (1) building relationships of trust with young learners, (2) nurturing learners’ motivation and/or self-confidence, (3) emphasizing learners’ ideas, interests and literacies embedded in their everyday lives. These points show that ‘educational support’ for youth in social difficulties should by no means only be about the transmission of skills or fragmentary knowledge, but also the cultivation of motivation for learning and/or self-confidence based on relationships of trust.  相似文献   

13.
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   

14.
The importance of non-school educational stimuli which arise in “normal” everyday life (mainly through experience and “learning from life”) and the contribution of such stimuli to the educational development of young people are often underestimated. The educational value of the widely differing casual educational structures in family and peer relationships is often not fully appreciated in educational research until such structures are combined with formal school education. So far, researchers have only just begun to explore the value of informal education and to venture beyond the “traditional” limitation of empirical educational research in Germany to formal, institutionally organised education and competence acquisition processes for pupils. In recent years, attention has not only been directed towards the family as an independent place of education—studies have also focused on real life informal interaction situations in peer relationships and their importance as significant educational factors in the context of unsupervised child daytime activities. The researchers tend to regard the family as a “different type of educational sphere” and peer relationships as social interactions between equals with considerable educational potential, involving social and cultural exchange processes which constitute “everyday education” and which differ in their effects depending on the milieu. In view of the enormous differences in the way in which children and young people are integrated into family and peer-based everyday situations, it is important to point out the high educational significance of family and peer relationships for informal education, and this must always be analysed in relation to the social milieu of the family of origin and the type of school attended by the young people. The existing research initiatives and results are discussed here in relation to various research questions. The varied considerations in relation to the significance and impact of peer relationships and the existing approaches adopted in research serve as a starting point for further suggestions for future research, and these desirable new directions in research are then discussed from a theoretical and methodological perspective.  相似文献   

15.
青少年法制教育,需要在家庭、学校、其它社会群体组织的良性互动中进行。改革开放以来,原有的家庭、学校、单位一体的青少年法制教育监管依托模式中的单位已被分化,新的家庭、学校、社会群体组织监管依托模式正在重构。在新的社会条件下,可供社会思考和选择的青少年法制教育的社会监管依托模式有：家庭＋学校＋青少年事务综合俱乐部模式、家庭＋学校＋社区组织模式、家庭＋学校＋现实社会各种群体组织的松散型模式。选择建立青少年法制教育社会监管依托模式,需要全社会的共同考量。  相似文献   

16.
社会的发展对青少年校外教育工作提出了更高的要求。公共图书馆的文化和教育职能决定了它应成为青少年参加校外教育活动的组织者和重要载体。以鄞州区为例,在对青少年如何利用图书馆进行调查基础上,探讨公共图书馆在青少年校外教育中的作用,希望有助于推进青少年校外教育工作。  相似文献   

17.
This article examines the return to education or employment of unemployed young people in Northern Europe. Comparative surveys of nearly 8600 unemployed young people in Sweden, Finland, Iceland, Denmark, Norway and Scotland enabled us to study the probability for unemployed young people to re-enter the educational system versus employment. The results showed that, in all countries, re-entering post-compulsory education was mainly dependent on educational capital, as defined by Bourdieu. The respondents' education, their parents' education and parents' support for their children's education had a strong impact on the probability of re-entering the educational system. Social capital, as defined by Coleman, increased the probability of re-entering employment, but had no impact on the probability of re-entering education. Most important, in most countries, young unemployed women had a higher probability of re-entering education than unemployed young men. There were also differences between countries. The results cannot only be explained by access to further education. In Iceland and Scotland, further education is less developed than in the other countries. However, 18% of the sample returned to education in Iceland, compared with only 3% in Scotland.  相似文献   

18.
ABSTRACT

In England, ‘Virtual Schools’ oversee and support the educational progress of children in care. This paper reports on the analysis of 16 interviews with Virtual School headteachers that were part of two mixed methods research projects on the educational progress of children in care. These interviews explored their role; the types of support they offer young people in care; what they see as the key factors about a young person’s individual characteristics and care experiences that influence their educational outcomes; how schools support young people in care; and the influence of the foster carer/residential staff on the educational outcomes of these children. The interviews were analysed using NVivo and emerging themes were identified informed by the literature on the education of children in care. The paper draws out the main findings which explore the status and role of Virtual Schools in England, their functions, strategies, and what they see as their contribution to improving the educational outcomes of children in care.  相似文献   

19.
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20.
Educational transitions experienced within a context of wide and growing inequalities such as England result in very different transition experiences to those experienced by young people growing up in relatively equitable societies with strong communal links. Transitions of working class young people in England are beset with competition, individualism and low expectations. Employing Pierre Bourdieu’s concepts of habitus, capital and field, the article argues that working class transitions to university reveal the failure of the English educational system to provide anything like a level playing field to support working class young people who are seen to be educational successes. Focusing on those working class young people who are particularly successful by gaining access to elite universities the paper argues that even this small select group face discrimination, set-backs, and a degree of social exclusion. The paper concludes that the vast majority of working class young people, including many of those who are the most academically successful have very different transitions to higher education, and experiences within it, from their middle and upper class peers.  相似文献   

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