scholarly journals Spørsmål om tid og sted: Mulighetsrom og kvalifiseringsbaner blant ungdom utenfor videregående opplæring i Finnmark

2019 ◽  
Vol 3 (3) ◽  
pp. 75-90
Author(s):  
Berit Lødding ◽  
Gry Paulgaard
Keyword(s):  
Young People ◽  
Formal Education ◽  
Individual Interviews ◽  
Upper Secondary Education ◽  
Job Opportunities ◽  
Upper Secondary ◽  
Embodied Experiences ◽  
Attachment To Place ◽  
Perception Of Time ◽  
The Relationship

Based on individual interviews with young people in Finnmark who have quit or taken a break from upper secondary education, this article addresses the relationship between attachment to place and perception of time. Finnmark is the largest and least populated county in Norway, located in the far North, with only 10 upper secondary schools. The article’s theoretical basis is a criticism of two different forms of universalisms: i) the metrocentrism in youth research and ii) normative deadlines for completion of education. As globalisation creates inequalities and changes in access to work, the article argues that it is important to examine how such changes affect young people’s perspectives and opportunities in different places. Access to localized capital, i.e. networks, embodied knowledge and reputation, can be a differentiating factor for young people’s job opportunities and lack thereof. When norms for rapid completion of education that apply to university-oriented career paths are generalized, the existence of alternative learning arenas and qualification trajectories are overlooked. Sensitivity to the young people’s material and embodied experiences, enables a richer analysis of how young people need to handle conflicting logics between attachment to place and completion of formal education elsewhere.

scholarly journals Citizenship and Educational Attainment amongst the Second Generation: An Analysis of Children of Immigrants in Finland

2017 ◽  
Author(s):  
Elina Kilpi-Jakonen
Keyword(s):  
Educational Attainment ◽  
Educational Outcomes ◽  
Second Generation ◽  
Children Of Immigrants ◽  
Immigrant Integration ◽  
Economic Resources ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
The Relationship ◽  
Intervening Variables

Citizenship acquisition is often viewed as an indicator of immigrant integration as well as an event that spurs integration further. Relatively little is know about the relationship between citizenship and integration for children of immigrants. This article examines the relationship between citizenship and educational attainment at approximately age 16 in Finland using register data. Results suggest that children of immigrants who are Finnish citizens have better educational outcomes than non-citizens, measured with three indicators of educational attainment. However, the Finnish citizens come from families with higher levels of educational and economic resources than non-citizens and this explains much of the relationship between citizenship and education. After controlling for intervening variables, second generation students with Finnish citizenship are found to be more likely to choose general rather than vocational upper secondary education compared to their peers who have another citizenship. It is argued that this reflects a difference in educational attitudes between the two groups.

scholarly journals Spatial Manoeuvring in Education

2019 ◽  
Vol 3 (3) ◽  
pp. 61-74
Author(s):  
Unn-Doris Karlsen Bæck
Keyword(s):  
Secondary Education ◽  
Young People ◽  
Secondary School ◽  
Rural Youth ◽  
Spatial Mobility ◽  
School Structures ◽  
Upper Secondary Education ◽  
Local Labour ◽  
Upper Secondary ◽  
Spatial Differences

Based on an interview study of upper secondary school pupils in a county in Northern Norway and against a backdrop of spatial differences in dropout rates in upper secondary education in Norway, this article explores the significance of space for understanding the experiences of young people in the transition from lower to upper secondary education. The situation of rural youth is particularly highlighted. Through interviews with students, four factors connected to spatiality and more specifically to spatial mobility have been pinpointed. These are connected to (1) local school structures, (2) local labour markets, (3) being new in a place, and (4) localised social capital. At a more theoretical level, the concept of opportunity structure is employed in order to grasp how structures connected to education, labour market, and economy can have a profound effect on the lives of young people, being subjected to a mobility imperative that has become a particularly relevant driving force for rural youth.

Hazers' Personality Characteristics and the Perception of School Climate in Slovenia

2021 ◽  
Vol 36 (4) ◽  
pp. 531-547
Author(s):  
Sonja Pečjak ◽  
Tina Pirc
Keyword(s):  
Secondary Education ◽  
School Climate ◽  
Negative Attitude ◽  
School Level ◽  
Upper Secondary Education ◽  
Initiation Rite ◽  
Upper Secondary ◽  
Aggressive Attitude ◽  
The Relationship ◽  
Practical Implications

This article presents the initiation rite for the admission of newcomers to Slovenian upper secondary education, which is called “pheasanting” and has similar characteristics to hazing. It examines the relationship between certain personality traits of hazers with their perception of the school climate and the severity of the hazing activities they engage in (subtle, harassing, and violent hazing). In a sample of 460 students in the fourth grade of upper secondary education, 25.4% of them had carried out hazing in the previous 3 years, of which 47% performed only subtle, 24% harassment, and 29% violent hazing. Violent and harassment hazers justified their actions much more often than subtle hazers by dominating and distorting of the consequences and by diffusing responsibility. They also had less empathy and perceived the school climate as enabling more aggressive attitude. However, violent hazers had the most negative attitude toward hazing, while harassment hazers found hazing most acceptable. Finally, some practical implications of the results at individual and school level are discussed.

Personalidad resiliente y su relación con el desempeño en el aula de la Educación Media Superior

2019 ◽  
pp. 1-5
Author(s):  
Juan Carlos Farías-Bracamontes ◽  
Velia María Flores-González
Keyword(s):  
Secondary Education ◽  
Research Work ◽  
Social Emotional ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Two Phases ◽  
And Performance ◽  
The Relationship

Identifying the relationship that exists between the teaching personality, their performance in the classroom and the scope of the social-emotional skills that marks the RIEMS achieve potential the quality of the educational system in upper secondary education considering the implementation of the socio-emotional teaching competencies within their profile. This research work is entitled Resilient personality and its relation to classroom performance in upper secondary education. In order to typify the aforementioned phenomena, the three axes mentioned will be measured through an instrument, which contains 116 variables, of which 109 are quantitative. It is worth mentioning that to complete the final application, he had to go through two phases of piloting, consolidating normality with an alpha of .89. Some of the results of this work is the relationship between the teacher resilient personality and performance in the classroom according to a correlation analysis that informs that teachers who have emotional stability, impact on students for the reach of the students. social and emotional competences, through the ability to face adversity in a constructive way, strengthening social-emotional skills, becoming healthy and happy people with personal and social implications, for the reach of social and emotional competences, indispensable skills in the learning process.

School Experiences and Postschool Pathways in the Republic of Ireland

2021 ◽  
pp. 205-221
Author(s):  
Emer Smyth ◽  
Selina McCoy
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Young People ◽  
Middle Class ◽  
School Experiences ◽  
Upper Secondary Education ◽  
Social Mix ◽  
Upper Secondary ◽  
The Republic ◽  
Participation In Higher Education

This chapter draws on a mixed methods longitudinal study of a cohort of young adults in Ireland who were followed from their entry to secondary education to their outcomes three to four years after completing upper secondary education. In keeping with previous international research, the study findings show that the main pathways taken by young people reflect their gender, social class background, and academic performance. However, the analyses go further than previous work by indicating the way in which the nature of postschool transitions are firmly embedded in earlier school experiences. In particular, the chapter contributes to the ongoing debate on the effects of school composition to show that school social mix has a very significant impact on postschool outcomes, with those who attended middle-class schools having particularly high levels of participation in higher education. This is consistent with higher education assuming a ‘taken for granted’ quality in middle-class schools. In contrast, young people who had attended working-class schools are much more likely than those in middle-class or socially mixed schools to enter the labor market directly upon leaving school, even taking account of their exam grades. School climate plays an important role, with negative relations with teachers serving to discourage young people from remaining on in any form of education/training. The chapter concludes by highlighting the implications of the findings for our understanding of youth transitions and for policy designed to improve equity of outcomes.

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