Higher education in Uganda: Gender, socio-economic status, geographical background and sponsorship in a group of social work students at Makerere University

2017 ◽  
Vol 60 (6) ◽  
pp. 1370-1386 ◽  
Author(s):  
Birgitta Jansson ◽  
Paul Bukuluki ◽  
Staffan Hojer
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Economic Status ◽  
Social Work Students ◽  
Makerere University ◽  
Socio Economic Status

scholarly journals Awakening Aspirations of Primary School Students: Where Will Your Dreams Take You?

2017 ◽  
Vol 6 (3) ◽  
pp. 116 ◽  
Author(s):  
Ruth Greenaway ◽  
Uwe Terton
Keyword(s):  
Higher Education ◽  
Primary School ◽  
New World ◽  
Tertiary Education ◽  
Economic Status ◽  
Primary School Students ◽  
School Students ◽  
Education Literature ◽  
Socio Economic Status ◽  
Capacity To Aspire

This article posits that when children are encouraged to aspire, they can become aware of a new world of choices and opportunities. Children should be supported to aspire in all areas of their lives. Of interest is children’s capacity to aspire to attend tertiary education. Literature shows that children cannot aspire to attend higher education when they have no knowledge of the opportunities nor realise its purpose. To support this argument, we discuss a project involving primary school students from areas that have been identified as having a low socio-economic status. The results show that as a consequence of students participating in the My Tertiary Eductaion (MyTED) program they developed the capacity to aspire to attend tertiary education.“Alicia would look up at the starry sky and dream”(Bright Star, Crew, 1997, p.5)

Educational Choices, Family Background, and Social Mobility

2019 ◽  
pp. 128-146
Author(s):  
Maria da Conceição Rego ◽  
Carlos Vieira ◽  
Isabel Vieira
Keyword(s):  
Higher Education ◽  
Social Mobility ◽  
Family Background ◽  
Economic Status ◽  
Current Data ◽  
Educational Choices ◽  
Access To Higher Education ◽  
Job Market ◽  
Socio Economic Status ◽  
Policy Measures

Education is generally considered a valuable tool to improve individual socio-economic status. In European peripheral countries, up to the late 1970s, only a small elite had access to higher education and such privilege guaranteed a comfortable socio-economic position, not only via the job market, but also by allowing the sustainability of pre-existing social links. From then on, democratization of access to higher education should have prompted a decrease in social and economic inequalities within and across countries. However, current data still reflects that, despite gained access to social uplifting tools, individuals from less favored backgrounds appear to not have been able to close the various gaps separating them from the more privileged ones. In this chapter, the authors analyze recent data to characterize higher education attendance in Portugal, highlighting some factors that may still block the socio-economic improvement of the less favored students and suggesting policy measures to overcome them.

scholarly journals Social Representations of Higher Education of Students from Families with Different Socio-Economic Status

2020 ◽  
Vol 11 (3) ◽  
pp. 99-113
Author(s):  
G.K. Esina
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Social Representations ◽  
Human Life ◽  
Economic Status ◽  
Total Sample ◽  
School Students ◽  
Socio Economic Status ◽  
The Social ◽  
Education Of Students

Objective of the study was to identify the structure and content of the social representations of higher education of students from families with different socio-economic status. Background. The higher education is the most important area of human life. It’s connected not only with the wellbeing and social success, but also with the social inequality. The family’s socio-economic status is one of the factors of such inequality in access to the higher education. The social representations of higher education’ specificity studying is a resource for understanding the differences in the assessment of its value, goals and results by students from families with different socio-economic status. Study design. The research is based on the structural approach of the theory of social representations. Three steps were carried out: (a) the students families’ socio-economic status was determined; (b) the structure of social representations of higher education of students from families of each status category was revealed; (c) students evaluated the significance and valence of the structure of social representations’ elements. Participants. The total sample size was 332 students (average age of 21.7): of which 112 were secondary school students (average age of 16.6), 105 were undergraduate students (average age of 20) and 115 were master students (average age of 28.3). Measurements. The methodology of P. Vergès for the analysis the social representations was used. Respondents were asked to evaluate associations in accordance with their perceived significance and emotional attitude (valence). The questionnaire was used to determine the respondents’ socio-economic status. Results. The structure of social representations of higher education of students from families with different socio-economic status was identified and described. The differences in the content of social representations of higher education were found. Conclusions. The cores of social representations of higher education differ according to the number of elements and in their content characteristics for students from families with different socio-economic status. It’s revealed differences in the significance and emotional rating of representations’ core elements

scholarly journals Professional Socialization and Attitudes Towards Interprofessional Collaboration Among Graduate Social Work and Health Professions Students

2017 ◽  
Vol 17 (2) ◽  
pp. 134-150 ◽  
Author(s):  
Allison West ◽  
Shari Miller ◽  
Judith Leitch
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Online Survey ◽  
Professional Socialization ◽  
Interprofessional Collaboration ◽  
Social Work Students ◽  
First Year Students ◽  
Social Work Educators ◽  
Perceptions And Attitudes ◽  
Implicit Curriculum

Although there is an aggressive push towards interprofessional collaboration in higher education as well as in practice, the traditional culture and organization of higher education, as well as the need for and history of disciplinary distinction, may impede these efforts. Using an online survey, this study explored the relationship between professional socialization of 157 graduate students in four disciplines and their perceptions and attitudes about interprofessional collaboration. Results indicate that first year students had more positive perceptions and attitudes about interprofessional collaboration than more advanced students. Furthermore, social work students perceived themselves as having lower prestige than graduate-level nursing, pharmacy, and medical students. These findings suggest that, unless managed strategically, professional socialization may diminish positive perceptions and attitudes towards interprofessional collaboration. Thus, social work educators should pay careful attention to the role of professional socialization and how it is manifest in both the explicit and implicit curriculum.

scholarly journals “Shining a Light” on Mature-Aged Students In, and From, Regional and Remote Australia

2021 ◽  
Vol 12 (2) ◽  
pp. 18-27
Author(s):  
Nicole Crawford ◽  
Sherridan Emery
Keyword(s):  
Higher Education ◽  
Economic Status ◽  
Institutional Support ◽  
Mixed Methods Study ◽  
Socio Economic Status ◽  
Shared Experiences ◽  
Student Equity ◽  
National Centre ◽  
Full Participation ◽  
Part Time

This article shines a light on a little-known cohort of higher education participants, mature-aged students in, and from, regional and remote Australia – the focus of a National Centre for Student Equity in Higher Education mixed-methods study. Notable patterns were found in the quantitative data; for instance, compared to their metropolitan counterparts, higher proportions of regional and remote students were older, female, from low socio-economic status areas, Aboriginal and Torres Strait Islander, and studied online and/or part-time. The presentation of four vignettes from the interviews uncovers the stories behind the numbers, revealing students’ diverse and complex circumstances; two of the students shared experiences of facing systemic obstacles, while the other two described receiving invaluable institutional support. The obstacles can be attributed to systems designed for “ideal”, “implied” and “traditional” students, and entrenched attitudes that privilege some “types” of students over others and limit the aim of full participation for all students.

scholarly journals Socio-economic status and academic performance in higher education: A systematic review

2020 ◽  
Vol 29 ◽  
pp. 100305 ◽  
Author(s):  
Carlos Felipe Rodríguez-Hernández ◽  
Eduardo Cascallar ◽  
Eva Kyndt
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Academic Performance ◽  
Economic Status ◽  
Socio Economic Status

Prospects for and factors that militate against decolonising education in social work in South Africa

2020 ◽  
Vol 8 (3) ◽  
pp. 357-370
Author(s):  
Tatenda Manomano ◽  
Rumbidzai Nyanhoto ◽  
Priscilla Gutura
Keyword(s):  
South Africa ◽  
Social Work ◽  
Middle Class ◽  
Indigenous Peoples ◽  
Indigenous Population ◽  
Economic Status ◽  
Knowledge Systems ◽  
Post Colonial ◽  
Socio Economic Status ◽  
Cultural Experiences

The effects of both colonialism and the apartheid that succeeded it resulted in the indigenous peoples of South Africa being displaced, marginalised, excluded and exploited. For many generations, indigenous population groups were disenfranchised, their destinies were taken out of their hands and their socio-economic status was predetermined. As colonisers tended to perceive the knowledge systems of indigenous peoples as being inferior to their own, colonised countries inherited most of their infrastructure and administrations from their colonisers, and their influence continues to be felt in many post-colonial countries even today. The discipline of social work has often been criticised for being dominated by white, Western and middle-class discourses. Although education in social work in South Africa needs to be sensitive to African world views, attempts to decolonise it and to replace Western modes of thinking, being and feeling with modes that are relevant to African cultural experiences have yielded some undesirable consequences.

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