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 The Familiar but Curious Economics of Higher Education: Introduction to a Symposium

1999 ◽  
Vol 13 (1) ◽  
pp. 3-12 ◽  
Author(s):  
Charles T Clotfelter
Keyword(s):  
Higher Education ◽  
Socioeconomic Status ◽  
Young People ◽  
College Enrollment ◽  
Mandatory Retirement ◽  
College Costs ◽  
Education Industry ◽  
Economics Of Higher Education ◽  
Higher Education Industry ◽  
Over Time

Despite the involvement of two-thirds of economists in it, the higher education industry remains incompletely understood. Among the topics related to higher education that invite further research are the rapid increase in college costs, the interaction of tenure and the end of mandatory retirement, and the effects of college enrollment on income inequality. Data from surveys of freshmen suggests that the gap in socioeconomic status between students in private universities and other young people has grown over time.

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 Diversity In The International Charity Sector

2019 ◽  
Author(s):  
Claire Asante
Keyword(s):  
Higher Education ◽  
Ethnic Minority ◽  
Social Mobility ◽  
Critical Analysis ◽  
Third Sector ◽  
Racial Diversity ◽  
Current Debate ◽  
The Third ◽  
The Social ◽  
International Sector

This paper contributes to the current debate on racial diversity in the third sector. It offers a critical analysis of the social mobility issues in the international charity sector, by evaluating ethnic minority intake in higher education and employment.It links the disparities in both areas to question what more can be done to improve the social mobility and race issues that are prevalent in the international sector, and the charity sector as a whole.

scholarly journals ‘He Never Liked Sport Anyway’ - Mother's Views of Young People Coping With a Bone Tumour in the Lower Limb

Sarcoma ◽  
2005 ◽  
Vol 9 (1-2) ◽  
pp. 7-13 ◽  
Author(s):  
Emily A. Earle ◽  
Christine Eiser ◽  
Robert Grimer
Keyword(s):  
Young People ◽  
Coping Strategies ◽  
Lower Limb ◽  
Social Life ◽  
Young Patients ◽  
Bone Tumour ◽  
Structured Interview ◽  
Degree Of Acceptance ◽  
General Mobility ◽  
Over Time

Purpose:Treatment for a bone tumour can compromise quality of life (QOL), especially for young patients. We used qualitative methods to assess mothers' views of patients' experiences and their coping strategies at approximately 6 months after diagnosis (T1:n=12) and 12–18 months later (T2:n=11).Subjects:Mothers of young people (aged 6–22 years) who were undergoing treatment for either osteosarcoma or Ewing's sarcoma in the lower limb took part.Methods:A semi-structured interview was devised to assess participation in sport, social life, schooling and general mobility. Interviews were transcribed and analysed using content analysis.Results:Mothers reported a number of situations in which QOL was compromised, and these remained relatively constant over time (mean=4.25 at T1 and 4.27 at T2). However, strategies to manage these difficulties changed from Problem (constructive attempts to deal with challenges) to Emotion (managing the situation through use of emotions) focused coping from T1 to T2.Discussion:Although the sample size is small, our results suggest that patients adopt a variety of coping strategies to deal with the physical and social restrictions associated with disease and treatment. The findings suggest that young people continue to experience many stresses up to 18 months after diagnosis. The shift from Problem to Emotion focussed coping over time may suggest a degree of acceptance of practical problems.

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

scholarly journals ARRAKASTA Program: the key to achieve university studies in equal opportunities for young people who come out of the protection system

2021 ◽  
Author(s):  
Joana Miguelena ◽  
Paulí Dávila ◽  
Luisma Naya ◽  
Joxe Garmendia
Keyword(s):  
Higher Education ◽  
Young People ◽  
Children And Adolescents ◽  
Inclusive Education ◽  
Social Inclusion ◽  
Protection System ◽  
Equal Opportunities ◽  
Agenda 2030 ◽  
The Right ◽  
Keywords Education

Agenda 2030 has set out the objectives to be met over the next 15 years in order to achieve sustainable development, among these are those related with education. Education must be a right for all people, as well as being of quality, inclusive, fair and uninterrupted throughout life. This article explains the objectives of Agenda 2030 related to education, focusing on the right to education and equal opportunities in higher education. To this end, the ARRAKASTA programme promoted by the UPV/EHU is used as a model. This programme seeks the protection and social inclusion of children and adolescents, as well as the entry of young people into university and the successful completion of higher education. This article covers the implementation, development and perceptions of the students involved in this program. Participants ’initial perceptions make it clear that this program goes beyond the“ shielding ”of their higher education, creating expectations, breaking the boundaries of children and adolescents cared for in the protection system, and changing the perspectives, expectations and horizons of different agents, and most importantly, guaranteeing an inclusive education. KEYWORDS: Education, Riht to Education, Equal Opportunities, Quality Education, Inclusive Education

Subjects of Achievement: Social Mobility, Competence and Aspiration

2021 ◽  
pp. 73-96
Author(s):  
David Farrugia
Keyword(s):  
Young People ◽  
Working Class ◽  
Labour Market ◽  
Social Mobility ◽  
Work Ethic ◽  
Meaning Of Work ◽  
Critical Aspect ◽  
History Of ◽  
Personal Fulfillment ◽  
Over Time

This chapter focuses on the experiences of young people from family backgrounds with a history of trades and clerical labour. The young people in this chapter also describe work as a realm of self-actualisation, but this time manifested through the achievement of concrete goals related to material success and milestones at work. For these young people, the meaning of work is self-realisation through social mobility. While these young people view work as the single most critical aspect of life determining happiness and personal fulfillment, they do not regard their entire lives as sources for the creation of value, instead focusing on specific aspects of themselves that they feel may be valued on the labour market. To this end, they identify and cultivate particular competencies or “things I am good at” that they hope can translate into skills that are of value to the labour market. Their engagement with education takes place on this basis, and their aspirations for social mobility are articulated with reference to competencies they have identified and nurtured over time. This constitutes a specifically working-class manifestation of the post-Fordist work ethic, displaying both continuities and ruptures with earlier manifestations of the work ethic.

scholarly journals Exploring ethnic differences in the post-university destinations of Russell Group graduates

Ethnicities ◽  
2018 ◽  
Vol 18 (4) ◽  
pp. 496-517 ◽  
Author(s):  
Laurence Lessard-Phillips ◽  
Vikki Boliver ◽  
Maria Pampaka ◽  
Daniel Swain
Keyword(s):  
Higher Education ◽  
Ethnic Minority ◽  
Labour Market ◽  
Ethnic Minorities ◽  
Social Mobility ◽  
Ethnic Differences ◽  
Social Background ◽  
University Graduates ◽  
Market Outcomes ◽  
Labour Market Outcomes

The high aspirations of British ethnic minorities are evident in their high rates of participation in higher education. However, some ethnic minority groups remain strikingly under-represented in the most selective universities, and recent studies have shown that university graduates from ethnic minority backgrounds are less likely than otherwise comparable white graduates to gain employment in a higher salary, graduate-level job after their degree. This is likely to be due partly to the effects on graduate labour market outcomes of subject studied and university attended. However, no study to date has explored the graduate labour market outcomes for ethnic minority students in the UK’s most ‘prestigious’ universities, defined here as one of the 24 member institutions of the Russell Group. This article draws on data for recent graduates (2009–2013) from the Destinations of Leavers from Higher Education survey compiled by the UK’s Higher Education Statistics Agency. We explore ethnic differences in attainment in five distinct graduate destinations (employment in professional occupations; further study; employment in non-professional occupations; inactivity; and unemployment), controlling for educational and social background. Our results suggest that ethnic minority graduates of Russell Group are less likely than their white counterparts to fare well in the labour market and are more likely to adopt a compensatory strategy of further educational investment, that is a strategy of entering postgraduate education to avoid short-term unemployment or underemployment in a non-graduate job. Our findings challenge a key assumption of the government's social mobility policy agenda that graduating with a good degree from a highly selective university enables ethnic minorities to realise aspirations for upward social mobility.

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