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1.
Drawing on case studies of 27 working‐class students across four UK higher education institutions, this article attempts to develop a multilayered, sociological understanding of student identities that draws together social and academic aspects. Working with a concept of student identity that combines the more specific notion of learner identity with more general understandings of how students are positioned in relation to their discipline, their peer group and the wider university, the article examines the influence of widely differing academic places and spaces on student identities. Differences between institutions are conceptualised in terms of institutional habitus, and the article explores how the four different institutional habituses result in a range of experiences of fitting in and standing out in higher education. For some this involves combining a sense of belonging in both middle‐class higher education and working‐class homes, while others only partially absorb a sense of themselves as students.  相似文献   

2.
Drawing on in-depth interview data from 31 mainland Chinese (MLC) students in a Hong Kong university, this article conceptualises MLC and Hong Kong higher education as two dissonant but interrelated subfields of the Chinese higher education field. The article argues that these MLC students’ habitus, one that possesses rich economic, social and cultural capital, prompts a strong sense of entitlement to anticipated privileges. However, this sense of entitlement is disrupted by the differential capital valuations across these fields. There is thus notable habitus–field disjuncture, which, exacerbated by the hysteresis effect, gives rise to a sense of disappointment and ambivalence. This article demonstrates how the Hong Kong education credential, which these students initially set out to pursue as a form of capital, can become a disadvantage at multiple levels; the article illustrates that capital valuation and conversion in a transborder context is not a straightforward, but rather a complicated and sometimes contradictory, process.  相似文献   

3.
Internationally, research has indicated that returning to education for older learners provides the means for growth and change, for some students this can translate into a sense of ‘empowerment’ and control in their personal lives. However, what is not so well researched is how having a significant ‘other’ present within the university landscape impacts the household and other family members. Exploring how this return to education influences others provides a basis for institutional approaches to engaging with and supporting the lifelong learning of family members, ultimately assisting in the access and participation of current and future generations. This article draws on research conducted with first in family students to explore how their participation in the higher education environment led to conversations in the family around learning. Drawing upon theories of social and cultural capital, this article reflects upon the flow of capitals between home and university.  相似文献   

4.
This article presents findings from a small qualitative case study of a youth volunteering brokerage organisation in England, operating in an area of selective state education. Data show how brokerage workers felt grammar schools managed their students in a concerted way to improve students’ chances of attending university. Conversely, workers expressed difficulty in working with comprehensive schools, feeling they were less willing to utilise volunteering services. These impressions lead the volunteering organisation to focus intently on recruiting potential volunteers from local grammar schools. As a result there is a need to reframe current debates in the sociology of education around institutional habitus, with a focus on the perceived habitus/doxa of schools. It is ultimately this (mis)recognition of institutional practices that leads to unequal policy outcomes, in this case reinforcing the advantage of academically elite students attending grammar schools.  相似文献   

5.
This article outlines a collaborative study between higher education institutions in Australia, which qualitatively explored the online learning experience for undergraduate and postgraduate students. The project adopted a narrative inquiry approach and encouraged students to story their experiences of this virtual environment, providing a snapshot of how learning is experienced by those undertaking online studies. The study explores what impacted upon students’ engagement in this environment and how different facets of their learning experience made a qualitative difference to how individuals enacted engagement. Drawing upon Sharon Pittaway’s engagement framework, the article seeks to foreground student voice as the learners define their engagement in learning, the strategies they employed to assist this process and how engagement was enacted at an individual level. The students’ reflections presented in this article can be used to inform teaching and learning strategies designed to improve engagement in the online environment within the higher education sector.  相似文献   

6.
Picturebook discussions are commonplace literacy events in contemporary classrooms. The different experiences, backgrounds and ways of being that individual students draw upon during talk around texts prompt a broad range of ways to make, negotiate and share meanings. In addition to developing students' literacy skills such as oral language, vocabulary and comprehension, these discussions have been shown to be instrumental in developing students' interpretive competence which is important for achieving learning outcomes. In this article, we report a study that investigated how four diverse groups of 10‐ and 11‐year‐old students and teachers from two schools experienced such reading events. The study found that making sense of these books was more productive when students were given permission to switch identities and make connections to their out‐of‐school cyber and popular culture worlds. Using discourse analytic techniques, we uncover the identity work during a number of discussions around two different picturebooks and show how this enabled these learners to enter the academic space and demonstrate interpretive competence.  相似文献   

7.
Research on the socially-situated nature of learning shows how practices and identities are affected by participation in communities, but very little is known about how mature-age students experience the relational dynamics of university. Based on data from a qualitative study of first-year students, we consider written accounts by older learners to examine how they negotiate the culture of higher education. We found that mature-age students encounter a university culture dominated by younger students, who draw separating boundaries between the social and the academic and stigmatise older students because of their academic practices. Drawing on Lave and Wenger’s learning theory, we examine the way mature-age students negotiate the process of becoming legitimate members of the learning community, and the resistance they face in doing so. Knowing how mature-age students learn, and how to support them, depends on examining their negotiation of university culture, as well as their differing aspirations and needs.  相似文献   

8.
Despite advances to move anatomy education away from its didactic history, there is a continued need for students to contextualize their studies to make learning more meaningful. This article investigates authentic learning in the context of an inquiry‐based approach to learning human gross anatomy. Utilizing a case‐study design with three groups of students (n = 18) and their facilitators (n = 3), methods of classroom observations, interviews, and artifact collection were utilized to investigate students' experiences of learning through an inquiry project. Qualitative data analysis through open and selective coding produced common meaningful themes of group and student experiences. Overall results demonstrate how the project served as a unique learning experience where learners engaged in the opportunity to make sense of anatomy in context of their interests and wider interdisciplinary considerations through collaborative, group‐based investigation. Results were further considered in context of theoretical frameworks of inquiry‐based and authentic learning. Results from this study demonstrate how students can engage anatomical understandings to inquire and apply disciplinary considerations to their personal lives and the world around them. Anat Sci Educ 10: 538–548. © 2017 American Association of Anatomists.  相似文献   

9.
Many education systems face a challenge in recruiting graduates as teachers. This is also the situation in Norway and the newest estimates tell us that we will lack 9000 teachers in 2020. The situation is made even worse by the high number of dropouts and low performance rates in teacher education. There are many factors which have an impact on study performance and progress. Some factors are at student level, some at institutional or programme level and others at structural level. In the present article, we will discuss how students attending two different teacher education programmes at a university college in Norway negotiate between their studies and the need to earn money and the consequences this has for their study performance. We focus on student-level factors and how the university college organises its campus programmes. The findings are based on a quantitative study among 401 student teachers.  相似文献   

10.
ABSTRACT Despite striking increases in female enrolments in many undergraduate science programmes, women continue to be dramatically underrepresented in graduate training and careers in science. Although there is substantial evidence of differences in male and female students' experiences in university science courses, we know little about how young women interpret and respond to these differences. This article explores the accounts that female science students construct of their aspirations, educational experiences, achievements, and opportunities as they move through their undergraduate education at a large, urban university in Canada. Based on in-depth, longitudinal interviews ( n = 91), the focus is on the processes through which they make sense of their educational and career options and choices. The findings point to the importance of understanding how meanings and subjectivities are produced, understood, and acted upon. What is evident from this study is that women in science confront a complex web of competing and contradictory realities and discourses as they negotiate their career identities. Thus, to stem the progressive and cumulative loss of female students as they move up through the levels of higher education, universities must address the problems they confront in their pursuit of science training before, during, and after their undergraduate education.  相似文献   

11.
This paper reports on the findings of a recent small scale study into the experiences of mature students of a foundation degree (FD) in health and social care. This was an exploratory study that evaluated one particular FD health and social care programme in order to gain an insight into some of the issues involved in delivering higher education through further education settings, and how mature students ‘make sense’ of themselves as learners on FD programmes. This paper examines the responses of the student interviews which depict them as making sense of themselves as ‘second chance learners’ on an educational programme that is ‘not quite higher education’. Discussion of these themes in terms of Bourdieu’s notions of habitus, field and capital will be offered alongside Weick’s model of sensemaking.  相似文献   

12.
A key objective of inclusive education is to provide learners with special educational needs with an environment that fosters a sense of belonging. They lose the sense of belonging when they feel being separated from the rest of society. Segregation is, however, a logically necessary method and means of the pursuit of inclusion. The focus of this study was to uncover the experiences and views of Chinese stakeholders regarding the possible conflict between expansion of special education (i.e., segregation, exclusion) and promotion of inclusive education (i.e., inclusion, mainstreaming). We conducted in-depth interviews with nine academics, administrators, and practitioners to better understand the possible impact of inclusive education on regular education. The main finding is that special education can be provided in four forms which the participants argued is an advantage to meet the needs of all learners. They argued that giving home education for learners with high severity, attending special education schools and mainstreaming schools are rehabilitation methods to prepare learners for full integration should they prove successful. The study contributes to a broader understanding of how special education is provided in China and its potential effects on regular education (e.g., challenges in teacher preparation, lack of resources).  相似文献   

13.
ABSTRACT

There is a need for culturally relevant and appropriate retention programs within a climate of ever-increasing neo-liberalism that is seeking to change the very nature and underlying rationale of higher education. This article is posited alongside the reflections of past and current university students, who highlight various socio-economic and socio-cultural pressures which affect their ability to maintain engagement within tertiary institutions in which they strive to study. Pressures include the neo-liberal ideology of unfettered individualism within a higher education setting, which seeks to make the university a competitive producer of ‘consumers’ rather than life-long learners who serve and benefit their families and wider communities through knowledge creation and critical application. The article also highlights key factors that may assist in the retention of students from Pacific communities in Australia. This includes the need to create a collective voice, the ability to have staff who exercise culturally appropriate support and understanding, opportunities to develop greater sense of belonging and connection to University spaces that create an engagement within a cultural context, support to manage conflicting expectations and priorities, ability to inspire and effect change in others through maintaining study commitments, and the need to work to still support educational costs and family.  相似文献   

14.
The internationalisation of higher education has influenced the dramatic rise in the mobility of students, academics and knowledge across borders. There has been growing research interest focusing on international students studying abroad. While the student experience is an area of education that is often researched, most research focuses on experiences of undergraduate students. Also in the context of international students, greater research emphasis has been placed on the academic experiences and support available for undergraduates. While such research is important, less attention has been paid to the non-academic experiences of International Post-Graduate Research Students with Families (IPGRSF). This article seeks to fill this gap by focusing on the social worlds of IPGRSF in the UK, examining students’ nuclear family contexts that are often marginalised in discourse. The article legitimises the IPGRSF subaltern world by focusing on how students negotiate its demands; how they negotiate their roles as research students with their other roles as spouses and parents, and the interrelationships among these roles; and how the university as an institution interacts with the students’ subaltern world. The findings show that language plays a significant role in shaping the process of mobility as well as influencing the students’ and their families’ integration and networking in the host country. Also, the findings suggest that students often had positive experiences at departmental level, but felt let down by the wider university support.  相似文献   

15.
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   

16.
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   

17.
Traditionally, the goal of foreign language education has been to teach learners linguistic and cultural knowledge so that they could function successfully in the target language and cultural environment. But does demonstrating knowledge always help learners accomplish their interactional goals? To explore this question, this study investigate when and how the learners of Japanese-as-Foreign-Language used their ‘ignorance’ as a rhetorical strategy to negotiate their subject positions and shift power relations to their benefit while living in Japan as exchange students. Among the nine students we interviewed, we focus on the experiences of two students. The study reveals that regardless of their language ability, their racial appearance played a major role in determining whether one could use ‘ignorance’ as a strategy to accomplish their goals. Through experiencing such race politics in Japan, the students learned to maneuver their subject positions. Implications to the foreign language education are also discussed.  相似文献   

18.
ABSTRACT

This paper examines the dominant knowledge construction in Canadian public schools. Using the grounded theory approach, thirty-six Chinese Canadian youths and young adults were interviewed in Alberta. Drawing on critical, anticolonial and Bourdieusian perspectives, I argue that some teachers’ racialised habitus and biased knowledge constructions devalued the indigenous knowledges that immigrant youth bring to the classroom. Moreover, they reproduced anti-immigrant discourses and reinforced racial hierarchies in Canadian society. As a consequence, they negatively affect the identity construction of immigrant descendants and undermine their attempts to negotiate a sense of belonging in Canada. I argue that decolonising dominant knowledge constructions requires challenging teachers’ racialised habitus in teaching and their interactions with immigrant students.  相似文献   

19.
The evolution of globalisation and ensuing internationalisation of higher education need radical reform of institutional policies and practices to promote education for diversity, equity and inclusion. Extant literature on university/college student persistence/retention witnesses a lack of research on the subjective sense of belonging on campus among ethnic minoritised students who have been historically marginalised in higher education and are now part of the emerging demographic on campus. This study attempted to fill the gap. Engaging qualitative individual interviews with 12 university students of South/Southeast Asian ethnicity in Hong Kong, the purpose of this study was to examine their perceptions and experiences of institutional affiliations and engagement in university. Findings suggested that being connected to the programme and university, and the depth and quality of intragroup dynamics, are key to a sense of belonging among ethnic minority students. Findings also elucidated a lack of cross-cultural interaction and racial/ethnic diversity within the university environment, which shaped participants’ feelings of isolation and exclusionary experiences as they sought to adjust to the campus academically and socially. The study’s findings could help inform the development and evaluation of institutional strategies that can sustain minoritised students in university transitions and promote institutional connectedness and academic success among all students on campus.  相似文献   

20.
This article discusses the learning dispositions of first-generation disadvantaged students at a university in South Africa’s Western Cape Province. Based on qualitative data collected over a 2-year period, it focuses on findings from 7 purposively selected students at this university. Utilizing Bourdieu’s concept of habitus and Wacquant’s conceptual elaboration of this concept, the article explores the affective, cognitive, and conative (practices) dimensions of the students’ habitus as interrelated aspects crucial to understanding how they develop their dispositions to learn. The article illustrates how the students’ learning dispositions are produced through the active and strategic exercise of each of these 3 (affective, conative, and cognitive) interrelated embodied dimensions. I argue that understanding these embodied habitus generating practices are crucial for comprehending how they establish effective learning dispositions for successful educational engagement at their university. The significance of this article lies in offering a perspective of first-generation disadvantaged students’ learning dispositions in respect of establishing their educational engagement practices at the university.  相似文献   

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