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1
Dougherty, Kevin J., and Gregory S. Kienzl. "It's Not Enough to Get through the Open Door: Inequalities by Social Background in Transfer from Community Colleges to Four-Year Colleges." Teachers College Record: The Voice of Scholarship in Education 108, no. 3 (March 2006): 452–87. http://dx.doi.org/10.1177/016146810610800302.
Повний текст джерелаАнотація:
The growing policy interest in community colleges as gateways to the baccalaureate degree naturally raises the question of how equitably transfer opportunities are distributed by student background and what factors may explain background differences that might be found. We analyze two nationally representative data sets to examine how the likelihood of transfer is affected by social background, precollege academic characteristics, external demands at college entrance, and experiences during college. We find that high-SES students have significantly higher transfer rates, in part because of advantages in precollege academic preparation and educational aspirations. Older college entrants are much less likely to transfer than students entering college right out of high school, and a significant portion of this age gap is more often due to having children, lower educational aspirations, and a vocational major, and being enrolled part time. Though women and nonwhites differ from men and whites in transfer rates, these differences are not statistically significant. But there is an important caveat: blacks tend to have higher educational aspirations than whites of the same socioeconomic background. When we control for educational aspirations, thus removing this black aspirational advantage, the black-white gap in transfer rates widens considerably, becoming statistically significant in one of our samples but not the other.
2
Oracion, Quiliano Jr Gonzales, and Ivy Lyt Sumugat Abina. "The mediating effect of students’ attitude to student career aspiration and mathematics achievement." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 6, no. 3 (June 29, 2021): 158–73. http://dx.doi.org/10.23917/jramathedu.v6i3.13784.
Повний текст джерелаАнотація:
Mathematics low achievement has undeniably been found in both national examinations and international assessments. An educator needs to be aware and determine the factors in students’ achievement. However, there were no observable studies focusing on the mediating effect of students' attitudes toward career aspiration and academic achievement. With this, it aims to determine the mediating effect of students’ attitudes on students’ career aspirations and academic achievement in learning Mathematics in a higher educational institution in the Davao Region. The researcher utilized sets of adopted and self-made test questionnaires to gather data from the 199 respondents. In analyzing the data, the researcher performed descriptive statistics, Pearson Product Moment Correlation Coefficient, and Regression Analysis as statistical tools. These analyses indicated that students have a high level of career aspiration, a satisfactory level of academic achievement, an average level of attitude towards mathematics, and an insignificant relationship between students’ career aspirations and academic achievement. The relationship between the student’s attitude and career aspiration is significant. The latter is the only relationship that is significant among all steps, and thus full and partial mediation analysis will not be warranted. Based on the findings, the students must be responsible for helping themselves to make an efficient move in developing their aspiration to have a considerable positive attitude in learning mathematics.
3
Schneider, Lynn. "Access and Aspirations: Syrian Refugees’ Experiences of Entering Higher Education in Germany." Research in Comparative and International Education 13, no. 3 (July 16, 2018): 457–78. http://dx.doi.org/10.1177/1745499918784764.
Повний текст джерелаАнотація:
Despite high educational aspirations amongst asylum seekers and refugees (ASRs), scholarship on international student migration and mobility commonly lacks insight deriving from forced migration research. Drawing on qualitative research concerned with Syrian ASRs’ educational aspirations and lived experiences regarding higher education access in Germany, this article speaks to the intersection of refugee and education politics. German Higher Education Institutions commonly subsume ASRs under the more general admission classification of “international students”. While an intentional blindness of the background of non-European Union students in the admission procedure is justified on the grounds of equal treatment, findings indicate that ASRs experience the disregard for their distinct struggles as particularly stifling and disillusioning. At the same time, an analysis of the symbolic significance young ASRs attribute to the student status suggests that educational aspirations are shaped by the prospect to “raise” one’s migration status and identity to that of international students.
4
Ahmed, Shariqua, Ritika Mattaa, Nandini Sanyala, and Swati Agarwala. "Academic optimism of teachers, school engagement and educational aspirations of students from private and government schools." Journal of Educational Sciences & Psychology 11(73) (2021): 76–85. http://dx.doi.org/10.51865/jesp.2021.2.09.
Повний текст джерелаАнотація:
This study aims to identify differences in private and government (public) schools concerning academic optimism of teachers and school engagement and aspirations among students. It aims to provide insight into the ability of teachers to influence engagement and aspirations among students by facilitating an environment conducive to academic engagement. Results indicate a difference between students of private and government schools in engagement and educational aspirations. Regression analysis explores the impact of academic optimism on certain aspects of school engagement while also highlighting a relationship between engagement and aspirations among students. Results indicate a need to look at teacher’s academic optimism as a way of optimizing student ambition through active classroom instruction and various academic support networks.
5
Tzenis, Joanna A. "Campus Immersion: Supporting Youth Agency and Aspirations for Higher Education." Journal of Youth Development 13, no. 4 (December 14, 2018): 134–48. http://dx.doi.org/10.5195/jyd.2018.576.
Повний текст джерелаАнотація:
Encouraging aspirations for higher education among young people who are marginalized is a common youth program strategy for addressing educational and social disparities. However, data on educational attainment suggests that these aspirations often go unfulfilled and that there is a need for a different approach—one that more deeply considers the ways in which social context influences youth agency. Within this paper, I show that while marginalized youth have aspirations for higher education, they have fewer opportunities to take action to achieve them. Conceptually, this paper draws from Bourdieu’s concept of “habitus” and Sen’s capability approach in order to understand the aspirations for higher education among marginalized youth and how they can be supported through youth programs. A case from an overnight, campus-based youth program highlights how youth programs can support youths’ agentic abilities to achieve their aspirations. The findings from this study suggest that both future-planning activities and emulating student life prepared youth to navigate socio-cultural barriers to aspiration achievement. The presented findings offer insight into the nature of aspiring and have implications for how youth programs can be designed to effectively support agency and aspiration development among youth who have been marginalized.
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Campbell, Sanchika, Billy Gazard, Charlotte Woodhead, Lisa Harber-Aschan, Stephanie Beards, Jonathan Harber-Aschan, Molly Gazzard, Esma Yaman, Angela Murugesu, and Stephani L. Hatch. "Involving young people through co-production and widening participation approaches: Reflections from school-based engagement." Research for All 3, no. 1 (February 21, 2019): 42–58. http://dx.doi.org/10.18546/rfa.03.1.05.
Повний текст джерелаАнотація:
Co-production techniques that involve student voice have been shown to empower young people and shape their learning experiences, while widening participation approaches can improve students' educational aspirations. However, there is limited literature on the impact that a combination of co-production and widening participation approaches might have on students' learning, aspirations and self-esteem in the UK. The Research Methods in School Education (RISE) educational course aims to: (1) create a collaborative educational activity through co-production, giving young people an opportunity to voice their opinions; (2) raise awareness of community health issues; and (3) increase access to higher education. This paper describes and evaluates co-producing the RISE educational course with students and teachers from a sixth-form college in south-east London, drawing on students' voice, and on insights from teachers and researchers. We also assess the contribution of the course to improved awareness of community health issues, students' educational or career aspirations, and self-esteem.
7
Bogunovic, Blanka, and Nada Polovina. "Educational-material context of the family and students’ attitudes towards schooling." Zbornik Instituta za pedagoska istrazivanja 39, no. 1 (2007): 99–114. http://dx.doi.org/10.2298/zipi0701099b.
Повний текст джерелаАнотація:
The impact of the family environment, the mode and the quality of parental stimulation may have a decisive role in the student?s capacity development and realization of given capabilities, and affects particularly the level and the quality of his/her academic attainment. A student?s academic attainment is conditioned by educational aspirations formed in a dynamic interaction with stimulating aspects of the family context. The aims of our study were: to examine the students? attitudes towards schooling, and to obtain answers to the question: which stimulating aspects of family context are the most predictable for the development of educational aspirations, i.e. attitudes towards school and gaining knowledge, educational interests and plans for further education. The sample comprised 1.464 eighth-grade students, aged 15, from 34 primary schools in Serbia. The data were collected by the use of questionnaires filled in by the students and school principals. The results indicate a trend of interrelatedness of cognitively and educationally favorable conditions within the family and positive attitudes towards school, attainment, high aspirations and cognitive and intellectual interests for out-of-school activities. It can be concluded that family stimulation is the resultant of the influence of cultural and educational profile of the family and active parental attitudes regarding education and attainment of their children. The findings could have practical implications in the domain of parents/school cooperation, not only in order to increase the awareness of the importance of active participation of both parties, but also to provide useful guidelines for developing optimal contents and procedures. .
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Tamang, Min Kumar, and Milan Shrestha. "Let me Fly Abroad: Student Migrations in the Context of Nepal." Research in Educational Policy and Management 3, no. 1 (May 27, 2021): 1–18. http://dx.doi.org/10.46303/repam.2021.1.
Повний текст джерелаАнотація:
Student migration has been increasing over recent years in Nepal. The increasing numbers of students leave the country to the developed countries for their higher education with the hope of getting practical skills and knowledge and other valuable experiences to enhance their future carrier. This paper intends to explore the motivation, aspirations, and excitements among international students while flying abroad to pursue their higher education from the developed countries. In doing so, we adopted a narrative inquiry assuming that the stories of student mobility and its outcome challenge the educational and employment aspirations of youth in Nepal. The aspirations among international students encourage them to fly abroad due to the expectation of handsome earning and pursuing a foreign degree. Moreover, this paper also highlights the motivation of prospective students and their desire to fly abroad for their academic journey.
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Plucker, Jonathan A., and Russell J. Quaglia. "The Student Aspirations Survey: Assessing Student Effort and Goals." Educational and Psychological Measurement 58, no. 2 (April 1998): 252–57. http://dx.doi.org/10.1177/0013164498058002008.
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Sanyal, Nandini, Sushmita Tandon, and Tina Fernandes. "Perceived Social Support, Career Aspiration and School Engagement of First Generation Learners and Second Generation Learners." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 8, no. 1 (August 9, 2017): 94. http://dx.doi.org/10.21013/jems.v8.n1.p10.
Повний текст джерелаАнотація:
<p>The term ‘first generation learners’ refers to students who are first ones in their entire family to<br />go to school and receive an education. The present study is quantitative study which adopts a<br />factorial design in which first-and second generation learners and gender are treated as the<br />Independent Variables, and perceived social support and its dimensions, career aspirations and<br />its dimensions and student school engagement and its dimensions are considered as Dependent<br />Variables. The present study also adopts a correlational design to determine whether perceived<br />social support and career aspirations predict student school engagement in first and second<br />generation learners (girls and boys). Non-probability purposive sampling technique was used to<br />select a sample of 150 first generation learners and 150 second generation learners from<br />Hyderabad. Results showed that there were significant differences between the two groups with<br />respect to career aspirations, educational aspirations and leadership aspirations. Significant<br />gender differences were observed with respect to belonging support and educational aspirations. Stepwise regression analyses showed that perceived social support and career aspirations and their dimensions are predictors of student school engagement and its dimensions in both first and second generation learners. Such results highlight the importance of formulating policies to improve the status of first generation learners, taking into consideration their economic status and other cultural and psychological aspects. Workshops for educationalists and school counsellors who may work closely with first-generation students should address issues that may be particularly relevant to this group.</p>
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Jagešić, Sanja. "Student-Peer Ability Match and Declining Educational Aspirations in College." Research in Higher Education 56, no. 7 (February 17, 2015): 673–92. http://dx.doi.org/10.1007/s11162-015-9366-y.
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Kunchai, Jetnipit, Dissakoon Chonsalasin, and Buratin Khampirat. "Psychometric Properties and a Multiple Indicators Multiple Cause Model of the Career Aspiration Scale with College Students of Rural Thailand." Sustainability 13, no. 18 (September 17, 2021): 10377. http://dx.doi.org/10.3390/su131810377.
Повний текст джерелаАнотація:
To help address educational inequalities in student backgrounds and career plans, the measurement of career aspirations can provide crucial information about inequality related to career opportunities. Therefore, this study analyzed the factor structure and psychometric properties of the Career Aspiration Scale-Revised (CAS-R) and the effects of sociodemographic variables on the CAS-R. The study participants were 590 undergraduates at three community colleges in rural Thailand. Confirmatory factor analysis (CFA) was conducted to investigate the validity of the CAS-R three-factor model. The Multiple Indicators Multiple Causes (MIMIC) model with and without differential item functioning (DIF) were applied to investigate the effects of sociodemographic factors as covariates on the CAS-R and specific item response. The CFA results supported the 18-item CAS-R’s three-factor structure because the items well represented latent factors and because the subscales met research standards for reliability and validity. The MIMIC model showed that only the year of study (first-year students) had a positive direct effect on leadership, achievement, and educational aspirations. The MIMIC model with DIF indicated that gender, year of study, major, and paternal education caused inequality in 10 items. Overall, the results show that the 18-item CAS-R has strong psychometric properties and can accurately assess the career aspirations of Thai students. The MIMIC model’s application allowed researchers to show that sociodemographic background affected the leadership, achievement, and education subscales. Obtaining information on the CAS-R scale’s measurements would be useful for researchers, practitioners, and career counselors interested in helping students develop career aspirations and choices.
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Kulkarni, Anand. "International Student Mobility: Recent developments and prognosis with special reference to India." International Review of Business and Economics 4, no. 1 (2020): 1–30. http://dx.doi.org/10.56902/irbe.2020.4.1.1.
Повний текст джерелаАнотація:
This paper examines global student mobility. It finds that student mobility has been on the rise rapidly in the last five years, mostly of a global nature, rather than intra-regional, especially in the case of Indian students. Students are highly aspirational and seek an edge in the labour market through specialist studies and post study work rights, and are focused on obtaining a strong return on educational investment. Universities around the world increasingly seek to cater to these aspirations. Beyond the traditionally dominant inbound countries, a number of others, including especially in Asia, are becoming hubs of international student activity both as senders and receivers. Australia is becoming an increasingly key location for students, especially in recent times for Asian students. From a strategic standpoint, it will be important to maintain freedom of movement for students to benefit individuals and host and home countries.
14
Markham, Wolfgang A., Alan Dolan, and Graham F. Moore. "A Sociological Framework to Reduce Aberrant Behaviour of School Students Through Increasing School Connectedness." SAGE Open 11, no. 3 (July 2021): 215824402110318. http://dx.doi.org/10.1177/21582440211031889.
Повний текст джерелаАнотація:
A framework for understanding relationships between school connectedness and student aberrant behaviors is outlined that is synthesized from Merton’s insights into anomie and Bernstein’s theory of cultural transmission (which focuses on schools’ instructional methods and students’ internalization of schools’ values). A seven-category classification system identifies students’ risk of nonconformist behavior based upon students acceptance/rejection of dominant overarching cultural aspirations (commonly material prosperity); perception of schools’ role in aspiration realization; responses to schools’ instructional methods; and internalization of schools’ values regarding conduct/character. We propose frustration weakens connectedness and is grounded in students’ perceptions regarding their school’s educational outcomes, degree of acceptance at school, and their school’s values. We then consider student dispersal across schools, and how age may affect students’ categorization and the influence of frustration risk factors. Finally, we discuss how initiatives within school organization, curriculum, and pedagogic practice may promote connectedness among different student categories and their potential adverse consequences.
15
Almroth, Melody, Krisztina D. László, Kyriaki Kosidou, and Maria Rosaria Galanti. "Teacher: But Not Student Rating of the Pedagogic and Social Climate in School Predicts Adolescents’ Academic Aspirations." Child & Youth Care Forum 50, no. 5 (January 27, 2021): 885–99. http://dx.doi.org/10.1007/s10566-021-09601-9.
Повний текст джерелаАнотація:
Abstract Background High academic aspirations relate to higher achievement and better mental health, but less is known about how these aspirations are formed in relation to the educational context. Objective This study aims to investigate the relationship between overall school climate, with particular concern for the dimensions of school level expectations and support as rated by both teachers and students and adolescent academic aspirations. Methods Multilevel logistic models for repeated measures were used in order to investigate the relationship between measures of school climate and adolescents’ academic aspirations. Three annual waves of questionnaire data were used to obtain aggregated teacher- and student-rating of school climate, including specific dimensions of teacher expectations and support. Results Positive teacher-rated overall school climate was associated with an increased odds of adolescents aiming at a university education rather than at a lower one (adjusted OR 1.36, 95% CI 1.14–1.63 for the intermediate tertile; OR 1.39, 95% CI 1.14–1.70 for the highest tertile). A similar trend was found for the teacher-rated measures of expectations and student focus, but not for any of the student-rated school climate measures. Conclusion A positive school climate rated by teachers appears to predict adolescents’ university aspirations. Future research should clarify which aspects of the school climate may influence adolescent academic aspirations from the students’ perspective.
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Reaburn, Robyn, Sharon Fraser, Heidi Smith, Janine Roberts, Jill Fielding-Wells, and Michael Corbett. "Aspire High: Impacting Student Aspirations In A Regional Community." Australian and International Journal of Rural Education 27, no. 3 (December 9, 2017): 73–89. http://dx.doi.org/10.47381/aijre.v27i3.136.
Повний текст джерелаАнотація:
This paper provides initial evidence of the effectiveness of an educational program in a Tasmanian regional community that has experienced ongoing industrial restructuring. In response to these changes, community and civic leaders adopted a multifaceted strategic plan to address employment needs and opportunities. Part of this plan involved targeting school children to help them explore a broader range of educational and career options. The program, Aspire High, involves Year 5 children visiting workplaces, the local Year 11 and 12 college, the local technical college, and a local university campus. This paper reports results from student interviews and surveys. While it is difficult to attribute changes in students’ attitudes and aspirations solely to Aspire High, it is evident that they were enthusiastic about the program. Secondary findings showed that students become less positive towards school by Year 8, and that boys are less likely to be positive towards school and more likely to choose a traditionally gendered occupation.
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Yedzheyak, Lena. "COMPARATIVE ANALYSIS OF THE PROFESSIONAL ASPIRATIONS OF LYCEUM STUDENTS (ACCORDING TO THE RESULTS OF THE FINAL EXAMS FOR OBTAINING POLISH AND INTERNATIONAL CERTIFICATES)." Osvitolohiya, no. 9 (2020): 101–12. http://dx.doi.org/10.28925/2226-3012.2020.9.11.
Повний текст джерелаАнотація:
The secondary school-leaving examination is an important moment in the life of a young person. It is a kind of border after which acquired social skills and educational resources will affect the awakening and embedding of professional aspirations and will allow adults to make decisions on matters of further life path. This path begins in elementary school and counts in the student’s life for about twelve years. Therefore, it seems reasonable to assume that after such a period of education and pedagogical interactions, one would expect the student to know his strengths, passions, aspirations, and thus see the shape of his future life path and know how to implement it. It was assumed that with different curriculum curricula, access to knowledge is different, so the impact of these differences on the level of students’ professional aspirations was compared to examine the actual state of this phenomenon. At the beginning of the article, terminology and definitions of professional aspirations as well as their levels and conditions in the literature are presented. Then, the results of research carried out in two classes of the same high school, but learning in different core curricula, are presented. Finally, the results were summarized and conclusions were drawn. The study showed that different curricula gave different results of students’ knowledge.According to these indicators, the author made a corresponding comparison of the impact of these differences on the level of professional aspirations of students. In addition, the article describes in detail the actual state of the situation. The summarized results of the study on the teaching of classes in different programs made it possible to make suggestions for further educational prospects. The main conclusion is that educational programs for classes with Polish certificates require changes in the orientation of young people to their professional aspirations, in order to plan further educational and professional path.
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Hynds, Anne, Robin Averill, Rawiri Hindle, and Luanna Meyer. "School expectations and student aspirations: The influence of schools and teachers on Indigenous secondary students." Ethnicities 17, no. 4 (September 5, 2016): 546–73. http://dx.doi.org/10.1177/1468796816666590.
Повний текст джерелаАнотація:
Although there is extensive literature on the relationship between student motivation and achievement, less is known about how secondary schools create conditions that enable diverse groups of students to do their personal best. This article reports research into the development of school leadership in New Zealand secondary schools to enable Indigenous Māori students to achieve educational success as Māori. Data collection included school goal-setting plans for students, in-class observations, student surveys and interviews. Analyses revealed school goals reflected low expectations for Māori achievement and little evidence of culturally responsive practices in classrooms. Interviews with Māori students highlighted perceptions that their schools had low expectations for them and their learning, while analysis of Māori student surveys indicated lower academic aspirations in comparison with European peers. These results are discussed critically alongside specific recommendations for further research on the multiple influences of mainstream secondary school contexts on educational achievement outcomes for Indigenous students.
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Knapp, Mariella, Michaela Kilian, and Tamara Katschnig. "Education policy and the socio-spatiality of school reform – learning support spaces as perceived by students in the context of the new middle school policy in Austria." Journal of Pedagogy 11, no. 1 (June 1, 2020): 59–82. http://dx.doi.org/10.2478/jped-2020-0004.
Повний текст джерелаАнотація:
AbstractEducation policies are socio-spatially sensitive and, depending on the local situation, can be interpreted and understood differently. The concept of perceived learning support spaces (e.g. student cooperation, student-teacher relationships) refers to an understanding that students’ school experiences are situated within the school. Using the example of the introduction of a new type of school, the new middle school (NMS), in Austria, and based on the longitudinal data of a national evaluation project (NOESIS), this article aims to clarify the extent to which, and how, student learning support spaces are perceived as local social conditions inside and outside school, and how this can explain changes in students’ educational aspirations, which was the objective of the NMS reform. In this sense, the reform policy of introducing the new middle school is examined from the perspective of the students themselves. The results from the panel analyses demonstrate that the perceived learning support spaces are highly relevant in explaining students’ aspirations.
20
Lin, Ching-Hui, Jyun-Hong Chen, Eric S. Lin, and C. Owen Lo. "The Effects of College Student Experience on Degree Aspirations for Graduate Education." SAGE Open 12, no. 3 (July 2022): 215824402211177. http://dx.doi.org/10.1177/21582440221117798.
Повний текст джерелаАнотація:
The expansion of higher education in Taiwan has significantly increased the number of college students, including substantial growth of those studying at the master’s degree level. While prior research indicates that the quality of institutions affects students’ achievements, there have been no empirical investigations of how college experiences shape students’ educational aspirations for pursuing graduate education. In this study, we applied hierarchical generalized linear model analytics to national student survey data to examine the factors that contribute to students’ aspirations for pursuing graduate and professional education. The results revealed that gender, admission types, minority status, financial support, SES, academic preparation, college choice, education expectations, college experience domain, and social integration were significantly related with institutional quality, which further affected progression to the next level of education. The findings highlighted the importance of collegiate experiences and suggested that institutions should provide supporting services for students in the profession of student affairs.
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McCardle, Todd. "Race Tracks: Career Aspirations and Feelings of Isolation in the Mainstream Classroom." Education and Urban Society 52, no. 2 (May 5, 2019): 284–311. http://dx.doi.org/10.1177/0013124519846277.
Повний текст джерелаАнотація:
Situated within scholarly research on tracking, within-school racial segregation, and student career aspirations, this qualitative study examines how three Black students in the mainstream program at a magnet high school in the Southeastern United States discussed their career aspirations. Results indicate that while each participant aspired to attend college, their isolation from the social and cultural capital needed to successfully apply for colleges and their academic status within their school would serve as hindrances in gaining access to institutions that would help them accomplish their career aspirations. The data reveal a need to challenge educational policy such as tracking that has historically targeted and marginalized students of color and continues to provide unnecessary obstacles as they seek to reach their ambitions.
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Bornfield, Gail. "Relationship of Retention to Parental Aspirations of Students with Learning Disabilities." Rural Special Education Quarterly 14, no. 3 (September 1995): 7–11. http://dx.doi.org/10.1177/875687059501400303.
Повний текст джерелаАнотація:
The present study was an investigation into retention effects on parental aspirations for students with learning disabilities. Results indicated that retention occurs twice as frequently for students with learning disabilities as for those in the general student population. Parents of retained students with learning disabilities tend to have lower educational as-pirations for thier children than do parents of nonretained students. Implications for use of retention as a prereferral strategy are discussed.
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Galliott, Natal’ya, Linda J. Graham, and Naomi Sweller. "Who Struggles Most in Making a Career Choice and Why? Findings From a Cross-Sectional Survey of Australian High-School Students." Journal of Psychologists and Counsellors in Schools 25, no. 2 (May 4, 2015): 133–51. http://dx.doi.org/10.1017/jgc.2015.7.
Повний текст джерелаАнотація:
This article reports findings from an empirical study examining the influence of student background and educational experiences on the development of career choice capability. Secondary school students attending Years 9–12 (N = 706) in New South Wales, Australia, were invited to participate in an online survey that sought to examine factors influencing their readiness to make a career choice. The survey included questions relating to student demographics, parental occupation, attitudes to school and to learning, career aspirations, and students’ knowledge of the further education or skills required to achieve their desired goal. We found no significant differences in the proportions of students who were ‘uncertain’ of their future career aspirations with respect to their individual characteristics, such as age and gender. There were, however, significant differences in relation to students’ family background, and their perceptions associated with their own academic abilities and self-efficacy.
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Fejgin, Naomi. "Participation in High School Competitive Sports: A Subversion of School Mission or Contribution to Academic Goals?" Sociology of Sport Journal 11, no. 3 (September 1994): 211–30. http://dx.doi.org/10.1123/ssj.11.3.211.
Повний текст джерелаАнотація:
Longitudinal data from a nationally representative sample of 10th graders (National Educational Longitudinal Study of 1988 First Follow-Up) were used to assess the net effect of athletic participation on student outcomes after controlling for student background and 8th-grade measures of the dependent variables. The analyses show positive effects of sport participation on grades, self-concept, locus of control, and educational aspirations, and a negative effect on discipline problems. Analysis also shows that athletic participation is unequally distributed across gender and socioeconomic groups: Males, students from higher socioeconomic levels, students attending private and smaller schools, and those with previous experience in school and private sport teams are more engaged in high school competitive sport.
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Radulovic, Mladen, Sabina Autor, and Dragana Gundogan. "Parental education and educational aspirations of children: Cases of Serbia and Slovenia." Sociologija 59, no. 3 (2017): 339–50. http://dx.doi.org/10.2298/soc1703339r.
Повний текст джерелаАнотація:
The paper is focused on the asumption from contemporary studies showing that students whose parents have lower levels of education are underrepresented in student populations in Serbia and Slovenia, as well as Bourdieu?s claims that in capitalist societies subjective expectations are affiliated with objective chances. We investigated if educational expectations are in correlation with parental education in this post socialist countries. Bearing in mind different paths of post socialist transformations in these two examined countries, we also tested if this correlation of parental education and educational expectations is different in two countries, or this correlation is stronger in slovenian society. In order to achieve this, we conducted survey among final year high school students in Serbia (n=1973) and Slovenia (n=867). Results are showing that in both, Serbia and Slovenia, higher educational level of parent is correlated with higher educational aspirations of child, as well as with their previous educational choices (type of high school attended). Also, it is remarked that the correlation is stronger in Slovenia, which can be explained by different dynamics of post socialist transformation.
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Hazel, Cynthia E., G. Emma Vazirabadi, and John Gallagher. "MEASURING ASPIRATIONS, BELONGING, AND PRODUCTIVITY IN SECONDARY STUDENTS: VALIDATION OF THE STUDENT SCHOOL ENGAGEMENT MEASURE." Psychology in the Schools 50, no. 7 (June 19, 2013): 689–704. http://dx.doi.org/10.1002/pits.21703.
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Volkova, Nataliia P., and Olena O. Lavrentieva. "THE FORMATION OF FUTURE PSYCHOLOGISTS’ PROFESSIONAL ASPIRATIONS IN THE PROCESS OF STUDYING THE DISCIPLINE «PEDAGOGY AND PSYCHOLOGY OF HIGHER SCHOOL»." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 164–75. http://dx.doi.org/10.32342/2522-4115-2021-2-22-19.
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In the article the problem of theoretical and methodological aspects, factors and means of forming the future psychologists’ professional aspirations have been revealed. The characteristics, content and essence of the «aspirations» and «professional aspirations» concepts have been clarified and analysed. It has been determined that professional aspirations are a complex personal phenomenon, which is a set of requirements, expectations that a person feels and experiences in relation to his/her own professional life and his/her own future. It is the person’s ability to model the desired future in accordance with the expectations of society, without giving up their own potentials and plans, as well as certain individual standards of future life, which a person already deserves today. The components of professional aspirations have been shown. Among them are the motivational component (the complex of motives, needs, guidelines in professional activities), the cognitive one (knowledge of the content and structure of professional aspirations, their impact on professional readiness and success of the specialist, as well as the methods and technologies of their formation), the activity one (the degree of formation of the organizational, psychology and diagnostic, prognostic, reflexive, and communicative skills) and the reflexive one (the structure of reflexive, critical and creative thinking of future psychologists). It has been established that among the components of the educational program of future psychologists’ professional training, the discipline «Pedagogy and psychology of higher school» has significant potential in the formation of students’ professional aspirations. For that, the educational process should be organized taking into account such requirements as subjectivity, dialogical nature, developmental orientation, interaction in the subsystems «lecturer - student», «student - student», which is based on co-creation and cooperation, equality of positions, empathy. It has been empirically confirmed that the formation of master degree students’ professional aspirations is possible thanks to the updated content, as well as by way of providing a link between theoretical and practical preparation in the teaching of this discipline. In the article it has been shown that, for this purpose, it is advisable to combine lectures (lecture-conversation, lecturediscussion, problem lecture), seminars (seminar in «small groups», seminar - reflection) and practical classes using a number of pedagogical technologies, namely: dialogue and discussion ones (dispute, debate, round table), game ones (role-games, simulation games, projecting-ingame), training ones (developmental, game, and simulation trainings), problem and situation learning (case-studies, projects, portfolios), blended learning (thematic blog, web-quest, search online, webinar). The diagnostic data obtained upon completion made it possible to state the positive and statistically significant dynamics in the components of future psychologists’ professional aspirations. The conclusion has been made on the expediency of construction of conceptual bases of the information and development environment of HEI, which is aimed at professional training of highly skilled and professionally self-realized experts and development of their professional aspirations.
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Lacey, Melissa M., Hollie Shaw, Nikki Abbott, Caroline J. Dalton, and David P. Smith. "How Students’ Inspirations and Aspirations Impact Motivation and Engagement in the First Year of Study." Education Sciences 12, no. 12 (December 2, 2022): 885. http://dx.doi.org/10.3390/educsci12120885.
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Within this study, we aim to better understand the inspirations and aspirations of first year Biosciences and Chemistry undergraduates, how these change over the first year of study and their impact on motivation and engagement. Participants were asked to write a short reflective piece at the start of Welcome Week in their first year of undergraduate study. Thematic analysis identified four themes surrounding inspirations and aspirations. The most common theme was students naming a specific career as their aspiration (58%), followed by being inspired by work experience, aspiring to undertake further study and finally personal experience of a specific illness. Our findings showed that students’ career aspirations differed depending on ethnicity, with ambitions for medicine and laboratory work showing a marked increase in some ethnically marginalised groups. Focus groups undertaken at the end of the first year of study highlight increased motivation and engagement when students feel their course content aligns with their career aims. Conversely, students are disengaged by course material they feel is irrelevant to their chosen career. Here, we will discuss the impact of these findings on creating an inclusive curriculum and the career readiness of the student body. Conclusions apply to career development modules and how the applied nature of a course can lead to engagement and higher motivation for students as well as curriculum design.
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Pomales-García, C., Z. A. Reyes-Rivera, J. Mercado-Colón, A. M. Padovani, O. M. Suarez, and J. E. Álvarez. "Impact of Materials Science and Engineering Clubs on Student’s perceptions and aspirations towards STEM." MRS Advances 4, no. 19 (October 17, 2018): 1087–100. http://dx.doi.org/10.1557/adv.2018.584.
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AbstractThis research evidences the impact of Materials Science and Engineering Clubs as an outreach effort to expand the education and training required for a competitive Nanotechnology workforce beyond traditional STEM areas. An engineering perception questionnaire was implemented as a pre-test/post-test to track student perceptions and goals throughout the academic year to identify trends amongst gender and school level groups. Findings (107 students) show a perceived increase in student knowledge and interest for different fields of study, based on pre/post-test responses, with differences amongst gender and school level groups (middle school and high school). Also, significant differences in students’ aspirations for higher education degree were found among school level and gender. Results show that over 20% of participants increased their aspirations to higher education degrees and their interests in pursuing STEM degrees at end of the academic year. Specific findings on engineering perceptions and perceived level of knowledge and interest in science, engineering, materials, and nanotechnology as a result of club participation and student’s educational aspirations, expectations and future study plans are discussed along with implications for future STEM education.
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Gouvias, Dionyssios, and C. Vitsilakis‐Soroniatis. "Student employment and parental influences on educational and occupational aspirations of Greek adolescents." Journal of Education and Work 18, no. 4 (December 2005): 421–49. http://dx.doi.org/10.1080/13639080500327790.
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Kim, Heather, Laura Rendon, and James Valadez. "Student Characteristics, School Characteristics, and Educational Aspirations of Six Asian American Ethnic Groups." Journal of Multicultural Counseling and Development 26, no. 3 (July 1998): 166–76. http://dx.doi.org/10.1002/j.2161-1912.1998.tb00196.x.
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Hawkins, Cherie-Lynn. "Do Aspirations Really Matter?" Australian and International Journal of Rural Education 27, no. 3 (December 9, 2017): 39–54. http://dx.doi.org/10.47381/aijre.v27i3.146.
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The notion of ‘raising aspirations’ to widen participation in higher education and increase attainment has dominated policy discourse globally for the past decade. Projects and campaigns that aim to increase participation and attainment in education therefore typically focus on student aspirations. This is certainly the case in the Tasmanian context, with the recent establishment of the Peter Underwood Centre and various other ‘aspirations projects’ in the state. Based on findings from a highly qualitative study in the Cradle Coast region that explored the life goals of adolescent females, this paper proposes that ‘aspirations matter’ as they are key motivators behind educational and career decision-making, which impacts on life chances. But the paper argues it is the capacity to fulfil them that matters equally. Personal stories and a range of artefacts were collected from the adolescent participants during life history interviews. The primary focus of the paper is to demonstrate that innovative methodologies generate more voice, which in this study allowed for a deeper understanding of life goals, influencing factors and why ‘capacity’ matters. Through this data collection technique, the study found that the young females had multiple aspirations, including those for higher education and these were shaped by their experiences. However, uncertainties existed around if they had the cultural or economic capital to fulfil them. The paper extends on current work in this area by demonstrating that ‘capacity’ is important and that there is a place for creative methods in research with rural adolescent females.
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Ponceelia, T., and C. Eugine Franco. "A STUDY ON ENTREPRENEURIAL ASPIRATIONS, INHIBITIONS AND TRAITS AMONG COLLEGE STUDENTS IN THOOTHUKUDI DISTRICT." International Journal of Research -GRANTHAALAYAH 5, no. 1(SE) (January 31, 2017): 14–22. http://dx.doi.org/10.29121/granthaalayah.v5.i1(se).2017.1916.
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This study was aimed at exploring the Entrepreneurial aspirations, inhibitions and traits of youth in different colleges in Thoothukudi district. Youths in colleges are most powerful and realistic to create positive change than any other generation. They are the agent of social mobility. Constructive aspiration of youth has positive consequences in society. Developing entrepreneurial skills among youth is more important for the growth of an economy like India. It will create employment opportunities and increase the country’s exports, which in turn will lead to improvement in the standard of living. Job aspirations is directed a young student towards correct path according their ability. The word ‘Aspiration’ denotes that ‘a will to succeed’. It helps to move an individual from one socio-economic position to other. For occupational mobility college youths need to have correct planning and correct training through proper guidance. The important skill with regard to the development of entrepreneurs is the entrepreneurial traits. This rising interest in the topic can be explained by its interdisciplinary trait, broadening the well-established nature of studies on entrepreneurship by including aspects related to organizations, human resources, leadership, and competitive strategies. The entrepreneurial traits are important factors in developing prospective entrepreneurs and creating new ventures, and the educational institutions as well as the government should lend a helping hand to the students in this regard.
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Fujita-Starck, Pamela J. "Motivations and Characteristics of Adult Students: Factor Stability and Construct Validity of Tie Educational Participation Scale." Adult Education Quarterly 47, no. 1 (November 1996): 29–40. http://dx.doi.org/10.1177/074171369604700103.
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Effective and responsive adult education programming requires a clear understanding of the characteristics, needs, and aspirations of program participants. This study investigated the factor stability and construct validity of Boshier's Educational Participation Scale (EPS), as part of a series of studies designed to better understand a diverse adult student body participating in a broad program of continuing education. Responses from 1,142 students in programs at a large state university were utilized in the analysis. The results confirmed Boshier's seven factor typology. Reliability of the EPS scales was found to be acceptable. Construct validity of the EPS was investigated by predicting membership in three curricular groups. The findings revealed a distinctive set of student characteristics and reasons for participation between the defined curricular groups.
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Franceschi, Ivana. "The Influence of Piano Students’ Sociodemographic Characteristics, Motivation, and Self-Efficacy on Their Achievements and Aspirations for Continuing Music Education." Nova prisutnost XX, no. 3 (November 16, 2022): 587–601. http://dx.doi.org/10.31192/np.20.3.8.
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Motivation, self-efficacy and certain personality traits are important factors for the success of piano students, and they also influence student aspirations for further music education. In addition to these factors, the paper studies certain sociodemographic characteristics, as predictors of the continuation of music education. The aim of the research was to examine the aspirations and predictors of piano pupils to pursue music education. The research was conducted in the following schools: »Josip Hatze« Music School in Split, »Ivan Matetić Ronjgov« Music School in Rijeka, and the three largest music schools in Zagreb, »Pavao Markovac« Music School, »Vatroslav Lisinski« Music School, and »Elly Bašić« Music School. The respondents were 215 piano students aged 12‒18. The closedended research questionnaires included five subscales adapted for the purposes of this research, along with a new scale of piano practice efficacy, which represents a contribution to piano pedagogy. This paper explains many motivational factors, self-effective practice, and certain sociodemographic characteristics that affect students’ performance and aspirations, while participation in school competitions and international awards were found to be the most important factors for enrolling at music academies. Finally, in terms of explaining success and aspirations for further education, we can also highlight the importance of educational structure, parental support, and primary school performance.
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Ustinova, N. P. "Designing the educational space of the university." Vestnik of Samara University. History, pedagogics, philology 26, no. 4 (December 30, 2020): 44–48. http://dx.doi.org/10.18287/2542-0445-2020-26-4-44-48.
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The relevance of the problem of youth education in modern conditions is due to changes in the social environment. The educational process at the university is currently focused on personal development, which implies an individual approach to each student, taking into account their needs, aspirations, desires, and abilities. The article describes the main parameters of the traditional system of education, which in the current conditions of modernization of education requires changes. Modernization of the education system leads to changes in the educational activities of teachers. The dominant feature of upbringing, which allows students to realize themselves at all stages of their personal development, is the formation of the personal success of pupils in society. The role of the teacher who carries out the educational process is changing: stimulating independence and creativity, focusing on initiative and responsibility. The application of modern pedagogical technologies in the design of the educational space of the university is relevant
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Conway, Katherine M. "Educational Aspirations in an Urban Community College: Differences Between Immigrant and Native Student Groups." Community College Review 37, no. 3 (December 16, 2009): 209–42. http://dx.doi.org/10.1177/0091552109354626.
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Sciarra, Daniel T. "Predictive Factors in Intensive Math Course-Taking in High School." Professional School Counseling 13, no. 3 (February 2010): 2156759X1001300. http://dx.doi.org/10.1177/2156759x1001300307.
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This article presents a study that investigated factors that distinguish high school students who completed at least one course beyond Algebra 2 from those who completed a course in Algebra 2 or less. The sample included a cohort of 11,909 high school seniors who participated in the Educational Longitudinal Study 2002–2004. Data were analyzed using a multinomial logistic regression and results indicated that student expectations, parent aspirations, race, and socioeconomic status were among the most significant predictors. Implications for school counselors are discussed.
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Miller, Peter M. "Community-Based Education and Social Capital in an Urban After-School Program." Education and Urban Society 44, no. 1 (September 13, 2010): 35–60. http://dx.doi.org/10.1177/0013124510380910.
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This qualitative case study examined how social capital development was facilitated in an urban after-school program. Specific attention was devoted to identifying structures and strategies that helped student participants develop social capital, the types of social networks that were developed through program participation, and the outcomes that were attributed to these networks. The findings suggest that the program’s purposeful design and skillful implementation presented students with opportunities to forge heterogeneous and bridging relationships that fundamentally shaped their learning experiences and their future social, educational, and professional aspirations.
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Brooke, Mark. "Content and Language Integrated Learning for First and Second Year University Students - Aspirations, Challenges and Solutions." Theory and Practice in Language Studies 8, no. 7 (July 1, 2018): 778. http://dx.doi.org/10.17507/tpls.0807.08.
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This paper offers an overview of two modules from the Centre for English Language Communication, National University of Singapore. These belong to a programme entitled the Ideas and Exposition Modules (IEM) and they pertain to a content and language integrated learning (CLIL) approach. The courses and some of the main learning objectives are explained. These are critical thinking abilities; research skills; and academic study skills. It is surmised that these are useful for all students independent of their academic discipline. The challenges that the lecturer and students face during the courses are also presented. These challenges often arise because students are from different educational cultures and academic disciplines, and as a result, classes tend to be comprised of students with mixed interests, English language levels and academic research and writing experience. Students also tend to vary in their abilities to think critically and work independently. The first section in this paper looks at the educational context of the IEM courses; the second, presents the core learning outcomes aspired to; the third, examines the challenges faced and how these are met by the tutor and students taking the courses. The final section offers a brief overview of the paper and considers the future for this genre of course, particularly how students benefit from a more student-centered, individualized educational practice today.
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Vdovych, S. M. "FEATURES OF STUDENTS’ SCIENTIFIC ACTIVITY AT HIGHER EDUCATION INSTITUTIONS." Scientific Notes of Junior Academy of Sciences of Ukraine, no. 2(24) (2022): 10–18. http://dx.doi.org/10.51707/2618-0529-2022-24-02.
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The article considers the features of scientific activity of student youth in higher education, current problems and ways to solve them. Students’ scientific activity at higher education institutions is an integral part of the educational process. The main centers of scientific work at higher schools are scientific societies, the purpose of which is to conduct and intensify scientific research, publish their results, expand scientific and creative contacts on the principles of voluntariness, collegiality, openness, freedom of scientific creativity and equality of rights. Educational and scientific activity of student youth at higher schools begins with the students’ revision for seminars and practical classes, writing essays and creative tasks, term papers and ends with the writing and defense of bachelor’s or master’s thesis. In addition to educational and scientific work, research and development activities are actively carried out at higher schools. Students are involved in research work of departments, scientific schools; on the basis of academic integrity they prepare and publish scientific articles, materials and abstracts of conferences, test the results of departmental research, as well as individual research papers at various scientific and practical events (conferences, round tables, seminars, etc.), participate in national and international contests of student research papers in various specialties and projects, receive grants for research in various fields and countries. For student youth involved in scientific activities, it is extremely important to improve language and foreign language training, develop soft skills through psychological training, master “Fundamentals of Research” course, know how to use modern digital tools in research, as well as to create educational environment of research activities at higher schools and motivate students taking into account their needs, aspirations and desires.
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Stone, Graham J., and Elisabeth Ineson. "Personality and hospitality management development." Tourism and hospitality management 4, no. 2 (December 1998): 373–82. http://dx.doi.org/10.20867/thm.4.2.11.
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The research analyses the contribution of personality to the exercise of the management function within the hospitality industry, and demonstrates that the profiles of incumbents can be measured more objectively by the use of self-assessment instruments. On the basis of pilot studies in Hungary and the Czech Republic a the profiles of final year hospitality students were identified and were compared with current job incumbents. Analysis of the findings indicate a mis-match between student and management traits. The conclusions suggest that educational programmes should be modified if the student experience is to be made more realistic and relevant to the needs o f industry. Implementation of the research should result in improved satisfaction of students' career aspirations and on a wider level, it could contribute significantly to management performance across the industry.
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Yun, John T., and Michal Kurlaender. "School Racial Composition and Student Educational Aspirations: A Question of Equity in a Multiracial Society." Journal of Education for Students Placed at Risk (JESPAR) 9, no. 2 (April 2004): 143–68. http://dx.doi.org/10.1207/s15327671espr0902_4.
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Ptak, Małgorzata M., and Mirosław J. Śmiałek. "Kompetencje do/dla przywództwa edukacyjnego." Studia Edukacyjne, no. 62 (October 15, 2021): 215–30. http://dx.doi.org/10.14746/se.2021.62.13.
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Professional qualifications are classified legally and are the same cross the professional spectrum. What factor determines teachers’ didactic, educational and professional aspirations and self-evaluation? Who/what determines that the teacher becomes an (anti)authority for his/her students, can instill their passion for learning or discourage them? When are a teacher’s education and qualifications of less importance than his/her competences? There are teachers for whom work is only an obligation, a duty towards the school, and education is the obligation of a student. They are teachers working with children only because it is their legal duty. But there are also teachers who teach students how to learn, instilling in them educational freedom. These are guide-teachers who reveal their students’ horizons, teaching them to choose a new knowledge that is supposed to give them satisfaction, emotional joy and practical benefits.
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Smarzewska, Agnieszka, Ewelina Melaniuk, and Adam Szepeluk. "Bezpieczeństwo edukacyjne studentów z obszarów wiejskich." Zeszyty Naukowe SGGW - Ekonomika i Organizacja Gospodarki Żywnościowej, no. 112 (January 13, 2016): 155–65. http://dx.doi.org/10.22630/eiogz.2015.112.55.
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It is the universities’ duty to discover and transmit knowledge and competences through scientific research and educating students. Decision to undertake university studies, among people from rural areas, is aimed at eliminating the possibility of educational exclusion. The aim of the article is to build a profile of a student from rural areas, divided by gender, in the context of meeting the needs and aspirations connected with education. When creating the student profile, only those characteristics that occurred statistically significant relationship with respect to gender, were taken into account. The results correspond with research conducted since the seventies of the twentieth century in Poland. There are similar results concerning the reasons to undertake tertiary education, choice of the faculties, and sources of information concerning studies.
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Jeon, Haram. "Are Teachers Significant Influencers to Students? The Difference in Teacher Impact on Student Educational Aspirations Between 2004 and 2016." Korean Educational Research Association 59, no. 4 (June 30, 2021): 243–71. http://dx.doi.org/10.30916/kera.59.4.243.
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Rahmani, Mokhtaria. "Meeting the new challenges in the teaching of Western civilisation for EFL students." Global Journal of Foreign Language Teaching 12, no. 4 (November 29, 2022): 301–10. http://dx.doi.org/10.18844/gjflt.v12i4.7038.
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Globalization has affected every aspect of life, particularly higher education. New values and aspirations came to shape learners’ attitudes towards education, exemplified by slender engagement in classes. Algerian EFL students are a good case in point. This urged teachers to make strenuous efforts to create convenient learning environments. Regarding the course of Western civilization, they had to equip themselves with new skills. This paper aims to explore, through the specific experience of the author, the nature of the adjustments made, pending both approaches and educational strategies. To conduct this investigation, the researcher used both a self-assessment and a student questionnaire destined for first-year students. The findings indicate the possibility of creating student-centered classes through the use of different teaching techniques such as outline composition, text analysis, discussion sequences, and summary writing. The paper demonstrates the necessity of constant updating of one’s teaching approaches and strategies. Keywords: Globalization; higher education; new skills; student-centered classes; Western civilization.
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Murphy, Steve, Amy MacDonald, Lena Danaia, and Cen Wang. "An analysis of Australian STEM education strategies." Policy Futures in Education 17, no. 2 (May 14, 2018): 122–39. http://dx.doi.org/10.1177/1478210318774190.
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In December 2015 the Australian state and territory governments endorsed the ‘National STEM School Education Strategy 2016–2026’. Since then, the individual jurisdictions have released their own STEM education strategies that aim to improve student STEM capabilities and aspirations. This paper analyses the various Australian STEM education strategies in relation to six themes informed by research into effective STEM education: STEM capabilities; STEM dispositions; STEM educational practices; Equity; Trajectories; and Educator capacities. The analysis shows that Australia’s STEM education strategies focus on actions aimed at building student STEM capabilities, particularly through inquiry and problem-based learning, and enhancing educator capacity. The strategies recognise student STEM learning trajectories and pay particular attention to the importance of early childhood STEM education, as well as the ways in which students’ potential career pathways might be influenced. However, less emphasis is placed on supporting key transitions in STEM education, developing student STEM dispositions, and addressing equity issues in STEM.
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Broton, Katharine M. "Rethinking the Cooling Out Hypothesis for the 21st Century: The Impact of Financial Aid on Students’ Educational Goals." Community College Review 47, no. 1 (January 2019): 79–104. http://dx.doi.org/10.1177/0091552118820449.
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Background: Most community college students from low-income families have ambitious educational degree goals, but only a small fraction attains them. For many decades, sociologists have primarily attributed this problem to a cooling out process in which college practitioners diminish students’ educational ambitions using academic reorientation processes that encourage the least-promising students to lower their degree goals. The cooling out explanation focuses exclusively on the actions of institutional community college actors rather than other factors affecting student decisions and thus has been used to vilify community colleges as engines of inequality. Objective: This article addresses an alternative hypothesis, considering whether student financial aid, the ubiquitous and multifaceted system that community college actors mainly do not control, influences students’ educational goals. Method and Results: Using data from an experimental study of need-based financial aid in Wisconsin, I find that a private grant program, which triggered a repackaging of students’ financial aid awards, decreased the educational degree aspirations and expectations of 2-year college students, on average. Contributions and Implications: Although counterintuitive, this finding is consistent with the idea that the complex manner in which aid is delivered creates confusion and uncertainty about the actual costs of college. While these lowered degree goals persisted over time, they did not affect degree attainment rates, suggesting students’ expectations may be more malleable and less consequential than prior research suggests. This article demonstrates that the observed cooling out phenomenon is not necessarily the result of a meritocratic sorting system and involves processes previously neglected by sociological theory. A more robust model of college choices is needed.
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Nathie, Mahmood, and Mohamad Abdalla. "Courses Preferences and Occupational Aspirations of Students in Australian Islamic Schools." Religions 11, no. 12 (December 10, 2020): 663. http://dx.doi.org/10.3390/rel11120663.
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Course selection by year 11 and 12 students exert a significant influence on occupational outcomes of young people. While many studies have been conducted by the Australian Council for Educational Research (ACER) across a broad spectrum of schools, not much is known about this aspect in relation to Islamic School students. In this research, data was collected on student course choice from nine randomly selected Islamic schools across Australia. For the first time, the results reveal the most prevalent course clusters studied by students are Science, Technology, Engineering and Mathematics (STEM) aligned courses. Mathematics and sciences followed by legal and business studies sit at the peak of the course hierarchy. Long-held views and anecdotal evidence that suggest Arabic and Islamic Studies feature prominently in course selection proved to be unfounded. Preference for these courses are shown to be very low. Vocational Education & Training (VET) courses do not feature prominently in Islamic school curriculums to the disadvantage of students who may wish to pursue non-academic careers instead of opting for university inspired career paths. Professionally, medicine, engineering, law and business (in that order) are the most preferred occupations. We also find a conspicuous gender-based difference regarding course selection and occupational aspirations.