scholarly journals Accessing the academy: developing strategies to engage and retain marginalised young people on successful educational pathways

2013 ◽  
Vol 7 ◽  
pp. 133-140
Author(s):  
Dawn Mannay
Keyword(s):  
Higher Education ◽  
Young People ◽  
Social Mobility ◽  
Learner Identity ◽  
Education Inequality ◽  
Educational Pathways ◽  
Central Argument ◽  
Non Traditional Students ◽  
Marginalised Students ◽  
Gain Access

Cardiff University, Wales, UKClare O’ConnellUniversity of Wales, Newport, Wales, UKFor young, non-traditional students, higher education pathways are often characterised by initial aspirations and later disappointments when classed, gendered and relational positionings conflict with students’ identities and contribute to their withdrawal from academia. This paper discusses an innovative ‘group encounter’ that engendered an opportunity for young marginalised students to gain access to a successful learner identity creating inclusive spaces in place of divided communities. The central argument of the paper is that if we intend not only to widen access at points of entry but rather engender a space where academic journeys can be successfully completed and projects of social mobility achieved, there is a need to create inclusive spaces for young people in place of divided communities.Key words: affinity space, higher education, inequality, youth, marginalisation.Aukštojo mokslo pasiekiamumas: netradicinio jaunimo įtraukimo ir išlaikymo studijose strategijosDawn Mannay, Clare O’ConnellSantraukaNetradiciniai studentai dažnai nusivilia studijomis, todėl kyla konfliktas tarp asmens turimo ir jam priskiriamo identitetų. Identitetų konfliktas sukelia nusivylimą studijomis ir pasitraukimą iš jų. Šiame straipsnyje pristatomas „susitikimų grupės“ metodas, kurį naudojant netradiciniams studentams sudaromos sąlygos įgyti sėkmingo studento identitetą. Pagrindinė straipsnio tezė – turime sukurti ne vien tik sąlygas netradiciniams studentams patekti į studijas, bet ir visą mokymosi laiką sudaryti socialinio mobilumo galimybes.Pagrindiniai žodžiai: traukos zonos, aukštasis mokslas, nelygybė, jaunimas, marginaliziacija.

scholarly journals Higher Education in Switzerland: Predictors of Becoming Engaged in Higher Vocational or Higher Academic Education – The Role of Workplace Factors

2018 ◽  
Vol 5 (4) ◽  
pp. 264-284 ◽  
Author(s):  
Christof Nägele ◽  
Markus P. Neuenschwander ◽  
Patsawee Rodcharoen
Keyword(s):  
Higher Education ◽  
Young People ◽  
Vocational Education ◽  
Sociodemographic Factors ◽  
Vocational Education And Training ◽  
Unique Contribution ◽  
Academic Education ◽  
Higher Vocational Education ◽  
Educational Pathways ◽  
Workplace Factors

Context: Vocational education and training enables young people to quickly and effectively enter the labour market. To advance their careers and to develop their professional expertise even more, they must then further their education through higher vocational or higher academic education. In this study, we looked at young people at work: What motivates them to move on towards higher education? As they are engaged in their jobs, their work situations will affect their further educational engagement. We hypothesised that individuals will more likely move towards higher education if their workplaces offer learning opportunities and social support. Human capacities, attitudes, and goals at work develop mainly in informal or non-formal learning situations and in their interactions with their teams. We tested the effect of these workplace factors by taking into account additional important predictors of educational pathways, such as sociodemographic factors (social background, nationality, gender) and motivational factors (values). Methods: Data stemmed from a multi-cohort longitudinal survey on educational decisions and educational pathways in the German part of Switzerland (BEN), running from 2012 to 2016. The selected sample consisted of 601 working individuals who were not engaged in higher education in 2014. Multinomial logistic regressions were run to test the hypothesis.Findings: First, we found that only 35% of the individuals who wanted to become engaged in higher vocational education in 2012 became engaged up to 2016 compared with those intending to become involved in higher academic education, where the rate varied by age—from younger to older—between 45% and 70%. Second, we found distinctive predictors for becoming engaged in higher vocational or academic education. Workplace factors predict engagement in higher vocational education but not sociodemographic factors, whereas sociodemographic and not workplace factors predict engagement in higher academic education. A significant predictor for both groups is the value attributed to higher education.Conclusions: The unique contribution of this paper is to show that distinct patterns of becoming engaged in higher vocational or higher academic education exist. These results confirmed the persistent effect of sociodemographic factors that shape the pathway to higher academic education. Moreover, the results indicated that an individual’s value and workplace factors contribute to enabling paths to higher vocational education, as this depends not on sociodemographic factors but on shaping the work environment that supports learning at work.

scholarly journals Navigating Ethnic Stigmatisation in the Educational Setting: Coping Strategies of Young Immigrants and Descendants of Immigrants in Norway

2014 ◽  
Vol 2 (1) ◽  
pp. 47-59 ◽  
Author(s):  
Katrine Fangen ◽  
Brit Lynnebakke
Keyword(s):  
Higher Education ◽  
Young People ◽  
Coping Strategies ◽  
Ethnic Minority ◽  
Social Mobility ◽  
Educational Setting ◽  
Equal Opportunities ◽  
Official Policy ◽  
Young Immigrants ◽  
Over Time

Tolerance and equality are widespread norms in the official policy of many European countries. The educational system is an arena which even more than others is meant to foster equal opportunities by giving individuals the opportunity to strive for social mobility through their educational performance. Despite this, young people from ethnic minority backgrounds experience different forms of stigmatization in school and higher education, ranging from feeling marked as different to experiencing more explicit racism. This article analyses young people’s coping strategies in order to combat or avoid such stigmatization. We will analyse the possible reasons why young people choose a particular strategy in a given situation, how successful that choice is, and changes in their choice of strategies over time. We will discuss how earlier experiences of support, encouragement and respect (or the lack thereof) inform the extent to which young people choose more approaching than avoiding strategies as a response to perceived ethnic stigmatisation in the educational setting. The empirical basis of the article is a sample of 50 biographical interviews with young people of ethnic minority backgrounds living in Norway.

scholarly journals RETHINKING THE ACCESSIBILITY OF HIGHER EDUCATION: SOCIOLOGICAL ANALYSIS

2020 ◽  
Vol 71 (3) ◽  
pp. 74-79
Author(s):  
M.K. Shnarbekova ◽  
Keyword(s):  
Higher Education ◽  
Young People ◽  
Social Mobility ◽  
Income Level ◽  
Equal Access ◽  
Educational Institutions ◽  
Education For All ◽  
Access To Higher Education ◽  
Sociological Analysis ◽  
Higher Educational Institutions

Higher education is defined as a factor of social mobility - with equal access and as a factor of differentiation fixation - in the absence of such equality. In general, Kazakhstan has the resources to provide access to higher education for all categories of young people, regardless of income level: there is the rise of higher educational institutions, including private ones. Each year, number of educational grants

Moving Up without Losing Your Way

2019 ◽  
Author(s):  
Jennifer Morton
Keyword(s):  
Higher Education ◽  
College Students ◽  
Social Mobility ◽  
Low Income ◽  
Upward Mobility ◽  
Ethical Dilemmas ◽  
Sense Of Self ◽  
College Experience ◽  
Career Opportunities ◽  
Community Finding

Upward mobility through the path of higher education has been an article of faith for generations of working-class, low-income, and immigrant college students. While we know this path usually entails financial sacrifices and hard work, very little attention has been paid to the deep personal compromises such students have to make as they enter worlds vastly different from their own. Measuring the true cost of higher education for those from disadvantaged backgrounds, this book looks at the ethical dilemmas of upward mobility—the broken ties with family and friends, the severed connections with former communities, and the loss of identity—faced by students as they strive to earn a successful place in society. The book reframes the college experience, factoring in not just educational and career opportunities but also essential relationships with family, friends, and community. Finding that student strivers tend to give up the latter for the former, negating their sense of self, the book seeks to reverse this course. It urges educators to empower students with a new narrative of upward mobility—one that honestly situates ethical costs in historical, social, and economic contexts and that allows students to make informed decisions for themselves. The book paves a hopeful road so that students might achieve social mobility while retaining their best selves.

Formacja prawnika wyzwaniem czasów

2017 ◽  
Vol 15 (2) ◽  
pp. 267-286
Author(s):  
Stanisław Leszek Stadniczeńko
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Young People ◽  
Personality Traits ◽  
Point Of View ◽  
Job Market ◽  
Social Lives ◽  
New Vision ◽  
Political Disputes

The author considers the questions relating to the formation of lawyers’ professional traits from the point of view of the significance which human capital and investment in this capital hold in contemporary times. It follows from the analyses, which were carried out, that the dire need for taking up actions with the aim to shape lawyers appears one of the most vital tasks. This requires taking into account visible trends in the changing job market. Another aspect results from the need for multilevel qualifications and conditions behind lawyers’ actions and their decisions. Thus, colleges of higher education which educate prospective lawyers, as well as lawyers’ corporations, are confronted by challenges of forming, in young people, features that are indispensable for them to be valuable lawyers and not only executors of simple activities. The author points to the fact that lawyers need shaping because, among others, during their whole social lives and realization of professional tasks their personality traits and potential related to communication will constantly manifest through accepting and following or rejecting and opposing values, principles, reflexions, empathy, sensitivity, the farthest-fetched imagination, objectivism, cooperation, dialogue, distancing themselves from political disputes, etc. Students of the art of law should be characterized by a changed mentality, new vision of law – service to man, and realization of standards of law, as well as perception of the importance of knowledge, skills, attitudes and competences.

scholarly journals Transcending borders in higher education: Internationalisation policies in Sweden

2021 ◽  
pp. 147490412098838
Author(s):  
Nafsika Alexiadou ◽  
Linda Rönnberg
Keyword(s):  
Higher Education ◽  
Social Mobility ◽  
European Policy ◽  
Policy Objective ◽  
Global Context ◽  
Economic Competitiveness ◽  
Policy Ideas ◽  
The World ◽  
Internationalisation Strategy ◽  
Internationalisation Strategies

This article examines the national and European policy contexts that shaped the Swedish internationalisation agenda in higher education since 2000, the policy ideas that were mobilised to promote it, and the national priorities that steered higher education debates. The analysis highlights how domestic and European policy priorities, as well as discourses around increasing global economic reach and building solidarity across the world, have produced an internationalisation strategy that is distinctly ‘national’. Drawing on the analysis of the most recent internationalisation strategies we argue that the particular Swedish approach to internationalisation has its ideational foundations in viewing higher education as a political instrument to promote social mobility and justice, as well as a means to develop economic competitiveness and employability capacity. In addition, internationalisation has been used to legitimise national reform goals, but also as a policy objective on its own with the ambition to position Sweden as a competitive knowledge nation in a global context.

scholarly journals E-cigarettes and smoking in Irish teens: a logistic regression analysis of current (past 30-day) use of e-cigarettes

2021 ◽  
Author(s):  
Joan Hanafin ◽  
Salome Sunday ◽  
Luke Clancy
Keyword(s):  
Higher Education ◽  
Logistic Regression ◽  
Regression Analysis ◽  
Young People ◽  
Cigarette Use ◽  
Cigarette Smokers ◽  
Familial Support ◽  
School Survey ◽  
Binge Drinkers ◽  
Alcohol And Other Drugs

Abstract Aim Electronic cigarette (e-cigarette) use among Irish teenagers has risen significantly. In 2019, prevalence of current use (last 30 days) among 15–17-year-olds was 17.3%. We examine social determinants of adolescent e-cigarette current use. Subject and methods A stratified random sample of 50 schools in Ireland was surveyed in 2019, part of the European School Survey Project on Alcohol and other Drugs (ESPAD), with 3495 students aged 15, 16, and 17. Bivariate and multivariable logistic regression [providing adjusted odds ratios (AORs)] analyses were performed using Stata version 16. Results Current e-cigarette users were more likely to be male (AOR = 0.55, 95% CI:0.32–0.96, p < .01), younger (AOR = 0.34, 95% CI: 0.17–0.67, p = < .05), to participate in sport (AOR = 2.21, 95% CI: 1.05–4.65, p < .05), to have higher-educated parents (maternal higher education: AOR = 27.54, 95% CI: 1.50–505.77, p = < .05, paternal higher education: AOR = 2.44, 95% CI: 1.00–5.91, p < .05), and less likely to consider their families better off (AOR = 0.29, 95% CI: 0.13–0.65, p < .01), or to report familial support (AOR = 0.78, 95% CI: 0.64–0.95, p < .05). They were more likely to be cigarette smokers (AOR = 7.22, 95% CI: 3.97–13.12, p < .001), to report problem cannabis use (AOR = 3.12, 95% CI: 1.40–6.93, p < .01), to be ‘binge’ drinkers (AOR = 1.81, 95% CI : 1.00–3.32, p = .054), and to have friends who get drunk (AOR = 5.30, 95% CI: 1.34–20.86, p < .05). Conclusion Boys, smokers, binge drinkers, problem cannabis users, and sport-playing teenagers from higher-educated families, are at particular risk. As the number of young people using e-cigarettes continues to rise, including teenagers who have never smoked, improved regulation of e-cigarettes, similar to other tobacco-related products, is needed urgently to prevent this worrying new trend of initiation into nicotine addiction.

scholarly journals Decolonization, the Cold War, and Africans’ routes to higher education overseas, 1957–65

2020 ◽  
Vol 15 (1) ◽  
pp. 169-191
Author(s):  
Eric Burton
Keyword(s):  
Higher Education ◽  
Cold War ◽  
North America ◽  
East Africa ◽  
Western Europe ◽  
Eastern Bloc ◽  
Access To Higher Education ◽  
African Students ◽  
The Cold War ◽  
Gain Access

AbstractFrom the late 1950s, Africans seeking higher education went to a rapidly increasing number of destinations, both within Africa and overseas. Based on multi-sited archival research and memoirs, this article shows how Africans forged and used new routes to gain access to higher education denied to them in their territories of origin, and in this way also shaped scholarship policies across the globe. Focusing on British-ruled territories in East Africa, the article establishes the importance of African intermediaries and independent countries as hubs of mobility. The agency of students and intermediaries, as well as official responses, are examined in three interconnected cases: the clandestine ‘Nile route’ from East Africa to Egypt and eastern Europe; the ‘airlifts’ from East Africa to North America; and the ‘exodus’ of African students from the Eastern bloc to western Europe. Although all of these routes were short-lived, they transformed official scholarship provisions, and significantly shaped the postcolonial period in the countries of origin.

scholarly journals Preserving and memorialising relationships: exploring young people’s experiences of foster care through the lens of social capital

2018 ◽  
Vol 42 (2) ◽  
pp. 176-188 ◽  
Author(s):  
Justin Rogers
Keyword(s):  
Social Capital ◽  
Social Networks ◽  
Foster Care ◽  
Young People ◽  
Qualitative Methods ◽  
Family Life ◽  
Growing Up ◽  
Policy And Practice ◽  
The Uk ◽  
Gain Access

This article presents findings from research into how young people growing up in foster care in the UK manage the relationships in their social networks and gain access to social capital. It is a concept that highlights the value of relationships and is relevant to young people in care as they have usually experienced disruptions to their social and family life. Qualitative methods were used and the findings show that despite experiencing disruption to their social networks, the young people demonstrated that they were able to maintain access to their social capital. They achieved this in two ways. Firstly, they preserved their relationships, often through what can be seen as ordinary practices but in the extraordinary context of being in foster care. Secondly, they engaged in creative practices of memorialisation to preserve relationships that had ended or had been significantly impaired due to their experience of separation and movement. The article highlights implications for policy and practice, including the need to recognise the value of young people’s personal possessions. Furthermore, it stresses the need to support them to maintain their relationships across their networks as this facilitates their access to social capital.

scholarly journals Navigating an Uncertain Labor Market in the UK: The Role of Structure and Agency in the Transition from School to Work

2020 ◽  
Vol 688 (1) ◽  
pp. 77-92
Author(s):  
Ingrid Schoon
Keyword(s):  
Higher Education ◽  
Young People ◽  
School To Work ◽  
Occupational Attainment ◽  
Employment Opportunities ◽  
Age Cohorts ◽  
Structure And Agency ◽  
The Uk ◽  
Career Options

This article reviews the evidence on young people in the UK making the transition from school to work in a changing socioeconomic climate. The review draws largely on evidence from national representative panels and follows the lives of different age cohorts. I show that there has been a trend toward increasingly uncertain and precarious employment opportunities for young people since the 1970s, as well as persisting inequalities in educational and occupational attainment. The joint role of social structure and human agency in shaping youth transitions is discussed. I argue that current UK policies have forgotten about half of the population of young people who do not go to university, by not providing viable pathways and leaving more and more young people excluded from good jobs and employment prospects. Recommendations are made for policies aimed at supporting the vulnerable and at provision of career options for those not engaged in higher education.

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