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1.
Abstract

While investigation on family estrangement is growing within academic circles, research regarding the interconnection between experiences of estrangement and higher education (HE) is still limited. Sociological understandings of these issues are even scarcer, with policy interventions and practical guidance forming early interventions in HE. Set within the context of Scotland, this paper explores the experiences of HE students who are estranged from their family, and interrogates the ways students develop a sense of identity in the context of their academic lives. The paper applies Goffman’s work on stigma and identity management in relation to Bourdieu’s concept of capitals to cast a critical eye on the identity formation of estranged students. In doing so, we challenge normative assumptions of what it means to be a university student in contemporary society and urge institutions and policy makers to rethink the complexity of students’ academic lives in more inclusive ways.  相似文献   

2.
ABSTRACT

Community colleges have long been recognized as pivotal institutions for broadening educational opportunity for a variety of marginalized populations, including first-generation students. These institutions are also an important starting point for students desiring to eventually earn a bachelor’s degree in a science, technology, engineering, or mathematics discipline. Our qualitative study explores the experiences of 15 first-generation community college transfer students majoring in engineering. We use the theory of community cultural wealth and the concepts of experiential capital and transfer student capital as lenses for analyzing and interpreting our semistructured interview data and for formulating recommendations to improve the transfer experiences and educational outcomes of this population. This sample of students enacted several types of community cultural wealth and experiential capital when navigating the engineering transfer pathway and in their engineering studies. They were less likely to enact the elements of transfer student capital, however. Instead, our results indicate that the participants attribute their successful transitions to their self-motivation and initiative associated with community cultural wealth and experiential capital, rather than institutional interventions associated with transfer student capital. We conclude with recommendations for strengthening institutional programs directed at first-generation engineering transfer students.  相似文献   

3.
Abstract

The growing Chinese middle class and their accumulation of wealth and economic capital have seen an increasing number of Chinese students pursuing their education in the West. Due to this growing number, motivations behind their decision to study abroad warrant scholarly treatment. This article discusses the motives of Chinese middle-class families and their children in seeking studying abroad. The paper reports on a recent study of 166 students on American campuses from 2017 to 2018. It uses Bourdieusian concepts of capital, habitus, and the idea of social mobility and social reproduction, to understand Chinese middle-class families’ strategic decisions around studying overseas in relation to employability, labour market competitiveness, and family support. Studying abroad, therefore, is construed by Chinese middle class families as a way of pursuing and preserving their social status and social mobility.  相似文献   

4.
Abstract

This study examined the effect of two family factors (financial, social capital) and school factors on students’ achievement. One hundred eighty two, seventh-grade female students from nine schools in Muranga district, Kenya, were studied. The statistical procedures included logit regression, cross-tabulations, frequency counting and chi-square analyses. These procedures were used to look at the effects of variables on each other and their effects on students’ study habits and achievement. The researcher found that each of the two family factors (financial and social capital), and the school factors had an independent and significant effect on student achievement and study habits. The results indicated that a student's academic achievement is positively influenced by the education level of both parents. The researcher also found that the father's education had more positive influence to the study habits of the females.  相似文献   

5.
Abstract

We focus on transition from school or employment to university and analyze how social network characteristics and the quantity of social capital (SC) influence the assessment of help in selecting a program of study. We analyze data of undergraduate students at a German university and find that SC has an amount and a context effect. First, we assume that in networks where students find a lot of SC, they also receive helpful advice. Second, a social network close to academia offers useful help. Our multivariate analyses support the context effect, but also indicate a marginal utility of SC. Students with academically educated parents rate their parents’ help as more useful, and students with studying friends rate their friends’ advice as helpful. However, students who are rich in SC among family and friends rate their help lower than students who are rich in SC among only one part of their network.  相似文献   

6.
ABSTRACT

Responsibility for meeting the costs of higher education in England has moved inexorably away from the government toward the family with the introduction of tuition fee and maintenance loans. Although an important public policy issue, there is limited research on how the policy impinges on the private sphere of the family. This paper focuses on financial support given by parents, including difficulties and constraints along with their perspectives of and responses to student loan debt, and students’ views of their financial independence. In-depth interviews with 28 parent–student dyads revealed different patterns of support. Some parents, contrary to policy assumptions, felt responsibility for their children’s student loan debt and acted to avoid, minimise or cushion the debt. There was evidence of financial stress for less affluent families. However, students with no parental support and high levels of government funding felt financially independent. The findings suggest that more affluent families were able to protect their children from student loan debt in different ways, whilst those with lower incomes were not able to do so, apparently creating a new form of inequality.  相似文献   

7.
Reform efforts like the urban, arts-based initiative Project ARTS are designed to provide intentional, equitable methods of improving students’ learning, yet few urban educators have been sufficiently trained to recognize differences in habitus between themselves and their students. For equitable reform to occur teachers must understand their own habitus and the habitus-forming experiences of their students. In this paper, we analyze qualitative project data using Bourdieu’s theoretical concepts of cultural capital, field, habitus, symbolic violence and misrecognition to explore teachers’ and students’ experiences in order to determine the extent to which power and privilege begin to be challenged within participating schools. We explore the ways in which teacher habitus has shifted to recognize, include or become empathetic to student habitus as a result of Project ARTS curricula, co-teaching and professional development while also considering the possibility the program produces unintended consequences at odds with the project’s mission: reproducing the status quo by advancing the cultural capital of teachers rather than that of students. Finding markedly fewer teacher narratives confirming the social reproduction of inequitable power relationships than when the project began, we conclude by discussing the transformation of teacher habitus, student outcomes, and school climate after 5 years of Project ARTS participation, proposing implications for urban teachers and leaders, their communities, and policymakers intent upon implementing equitable educational reform and the social transformation reform intends.  相似文献   

8.
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9.
ABSTRACT

University participation has increased in many countries in recent years in response to the requirement for a strong knowledge economy. While this has provided additional access opportunities, not all students enter university with the same transferrable social capital. To counter this, educational institutions could play a strategic role in the development of networks and connections that provide students with valuable information, support and a sense of belonging. This research project explored the development of social capital, and its impact upon university life satisfaction and wellbeing, within an Australian university course undertaken by all first-year students regardless of programme or discipline. A survey of students was conducted three times over one semester. The results suggested that peer-level social capital indicators of trust, social support and relatedness changed over the semester, while other social capital indicators begin high and remain stable. Bridging social capital and peer social support predicted university life satisfaction. The relationship between social capital and wellbeing was found to be more complex. In a competitive, global tertiary environment, institutions could maximise the satisfaction and success of increasingly diverse student cohorts through strategies that facilitate social capital development.  相似文献   

10.
This article presents a theoretical conceptualization of mathematics homework as a social practice. Rather than considering homework as a task or an artifact, this approach frames homework in terms of the social contexts in which students participate and how students participate in those contexts. This perspective has long been suggested by homework researchers but has not been developed as a framework for understanding homework. Drawing from Wenger’s (1998) social theory of learning and research grounded in sociocultural theory, this conceptualization makes central meaning making and identity development, and puts forth meaning and identity as lenses for understanding students’ participation in the practice of mathematics homework. To further develop this conceptualization of homework, I draw on data from an ethnographic study of the role and meaning of mathematics homework in the lives of middle school students. Case studies of two students are presented to demonstrate the relationships among the meaning of homework, students’ identities, and their participation in the practice of homework. One student’s experiences support him in identifying as a capable mathematics student who is bound for continued academic success through high school to college. Thus, he comes to take on mathematics homework as a means to learn and succeed. The other student’s experiences support him in building an identity that leads him to reject homework. This conceptualization of homework and the case study data have implications for the practice of homework and for theories of students’ motivational dispositions in the context of mathematics homework and learning in general.  相似文献   

11.
ABSTRACT

This paper examines how social isolation in a non-Anglophone context where English is not the main language of instruction for local students but is for international students, has unintended consequences for social capital formation among the latter. What factors influence international student network formation in such places where linguistic barriers are institutionalised and what are their consequences not only during college but beyond, in shaping students’ career plans? Using qualitative interview data with 67 international (originating from Asian countries) and domestic students in Japanese universities, we find that such institutional barriers negatively promote greater isolation of international students but positively encourage the formation of diverse multinational ties – a process through which international students gain ideas, confidence and direction regarding their post-graduation career plans to work transnationally.  相似文献   

12.
Abstract

With growing awareness of the negative school experiences of trans students, more schools in North America are working to support such students and create more inclusive educational environments. This paper analyses how 60 educators in British Columbia, Canada talked about the involvement of trans students in decision-making processes at their school. It focuses on a prominent narrative, the ‘student in charge’ narrative, which suggests that educators should follow the lead of the young trans person to best support them. By centering the expertise of trans student, this narrative has the potential to disrupt cisnormativity in schools and traditional understandings of youth as unreliable. However, educators have also to negotiate dominant discourses about undue adult influence, young age, safety and gender fluidity that tend to undermine their initial commitment to young trans people’s self-determination. This paper analyses the effects of these contradictions on how educators respond to demands for recognition by trans students, and discusses the limits of student-led change. It concludes by arguing for more systemic changes that do not require the presence of trans bodies and instead offer possibilities for educational spaces in which all students would experience fewer pressures of gender and sexual conformity.  相似文献   

13.
ABSTRACT

The role of emotions in learning and teaching has largely been neglected in educational literature, particularly in higher education. Yet there are signs of increased interest in emotions in recent literature. This paper argues that emotions are a vital aspect of relationships. How we feel with and about others is central to the quality of those relationships. Thus, emotions matter in college teaching and learning as an aspect of enriching social and relational experiences that support student development. This paper discusses four key relationships in higher education: students with subject matter; students with teachers; students with other students; and students with their developing selves. For each key relationship, key literature is referenced, and suggestions for enhancing practice are offered.  相似文献   

14.
In this paper we examine the perceptions of ERASMUS agents’ of Polish students’ participation in the EP. We provide a Bourdieusian analyse of the cultural and social capital acquisition of students based on the qualitative data, collected through semi-structured, in-depth interviews with Erasmus agents, of a European research project. We argue that: Polish students’ participation in the EP has a positive impact on their academic achievement, cultural, social and linguistic capital, but, at the same time, it has a negative impact on degree completion of students as they get highly paid jobs, which prevent them from fully developing their cultural capital; ERASMUS Tourism has its value and place in the EP, because it provides students with the opportunity to develop their cultural, social and linguistic capital; and a Bourdieusian analysis of the experiences of ERASMUS students provides a better understanding of the impact student participation in the EP on their development.  相似文献   

15.
ABSTRACT

Are intra-national student flows driven by the same forces as international student mobility? This paper addresses this question by analysing cross-border student mobility in the UK. The paper identifies four principles that one might expect to drive the destination choices of students from Scotland enrolling in English universities. Following a statistical analysis of student destination choices, it is argued that cross-border moves from Scotland to England are stimulated by some of the same global forces as international student mobility (such as a desire to accumulate cultural capital), but in terms of destination choice the imaginaries held by Scottish students of ‘good’ places to study in England to accumulate cultural capital are constructed differently from the imaginaries of international students.  相似文献   

16.
Abstract:

This paper uses survey data from educational tracking upon graduation from middle schools in Q County, Gansu Province, and explores the mechanism in which the level of father’s education and economic capital affect academic performance. The study finds that the academic performance of male students is significantly higher than that of female students, and household registration, family capital, and school social capital adhere together to impact academic performance. Low economic income affects academic performance, and high economic income does not necessarily facilitate academic performance. School education that pays attention to academic performance has a direct positive impact, and parent-teacher relations, objectified cultural capital, and economic capital have a direct negative impact on academic performance. The level of the father’s education mainly plays a direct role in impacting academic performance. Economic capital indirectly facilitates academic performance through the mediating effect of parents’ educational expectations, educational support, and attention to school education, and objectified cultural capital has a moderating effect on the impact of economic capital on academic performance.  相似文献   

17.
ABSTRACT

There is currently much interest in the interconnections between research and teaching in Higher Education. This relationship is usually termed ‘the research/teaching nexus’ (RTN). However, within this wide body of literature, there has been little attempt to explore the emergent experiences of students across the entire length of their degree programme. Drawing on the results of a three-year qualitative study that followed 40 students through their whole student lifecycle, this paper explores how undergraduates in an English university experienced the RTN, how those experiences developed over time, and how these changes can be variously enabled or constrained. Situating the findings in the context of the ‘post-truth’ society and the uncertainty of employment futures, the paper highlights how the nexus can also often serve to exclude students as much as it includes.  相似文献   

18.
Abstract

This study used comparative case study methodology to investigate student perceptions of different programmes that prepare them for a challenging high school education programme: the International Baccalaureate Diploma Programme (IBDP). Given the benefits and challenges of the programme, educators and stakeholders want to ensure students feel ready to participate. In the literature, studies support that programmes such as the International General Certificate of Secondary Education and the International Baccalaureate Organisation’s Middle Years Programme prepare students for the IBDP; however, there is a need for students’ voices on how they perceive they are prepared through these programmes. This study investigated three different approaches to IBDP preparation by gaining student insights through a scaled-item questionnaire and interviews. Students identified experiences that gave them skills to monitor their learning and resources that motivated them to participate in an advanced upper-high school programme.  相似文献   

19.
ABSTRACT

This article focuses on multiracial student experiences using co-created ethnographic data with two students’ spoken word poetry. The students considered their own history, their origins and discovered a complexity – and found that their struggle was not exclusively internal. External expectations of singular categorizations and social understanding of behavior played a role in students’ identity construction. The students exhibited an internalization of expectations, as they reflected on their developing identities in their writing. They also indicated that they found ways to resist the expectations and forms of power. The results further discussions related to the modern understanding of identity fluidity and raises the question of why identity, in the modern context, continues to be seen as fixed. The research enabled students to reflect on the complex nature of identity and present a nuanced picture of their unique identity struggles, and their awareness of the social constructs and expectations of others.  相似文献   

20.
Abstract: This article addresses the impact of social capital on college graduate employment. After reviewing the literature, the authors analyze data collected by Peking University from 34 universities in 2005 and use statistical analysis to clarify the impact of social capital on students’ choice of employment or further study, job placement rate, starting salary and job satisfaction. The study concludes that social capital differs for students from different social backgrounds; personal social capital affects students’ choice to seek employment, but family social capital impacts their choice of further study; both family and personal social capital have a significant positive impact on graduates’ placement rate, starting salary, and job satisfaction; and social capital has a more significant and positive impact on job placement rates for graduates at the associate’s and undergraduate degree levels than for those at the master’s level and above.  相似文献   

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