Curriculum and Careers: The Education and Labour Market Consequences of Year 12 Subject Choice. Longitudinal Surveys of Australian Youth. Research Report.

Autor/inn/en	Lamb, Stephen; Ball, Katrina
Institution	Australian Council for Educational Research, Victoria.
Titel	Curriculum and Careers: The Education and Labour Market Consequences of Year 12 Subject Choice. Longitudinal Surveys of Australian Youth. Research Report.
Quelle	(1999), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-86431-329-2
Schlagwörter	Quantitative Daten; Career Choice; Course Selection (Students); Disadvantaged Youth; Education Work Relationship; Employment Patterns; Enrollment Influences; Enrollment Trends; Foreign Countries; Grade 12; High Schools; Longitudinal Studies; Mathematics; Non English Speaking; Sciences; Sex Differences; Social Background; Socioeconomic Status; Student Characteristics; Student Educational Objectives; Unemployment; Vocational Education; Australia + Suchen Sie Ihr Suchwort? Course selection; Student; Students; Kurswahl; Benachteiligter Jugendlicher; Beschäftigungsstruktur; Ausland; School year 12; 12. Schuljahr; Schuljahr 12; High school; Oberschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematik; Science; Wissenschaft; Sex difference; Geschlechtsunterschied; Socio-economic status; Sozioökonomischer Status; Arbeitslosigkeit; Ausbildung; Berufsbildung; Australien
Abstract	A study examined patterns of course enrollments in year 12 and consequences of student course enrollments on education, training, and work experiences to age 19 using data collected between 1990-97 by the Australian Youth Survey. Findings indicated course-taking patterns in year 12 varied substantially according to gender, early school achievement, socioeconomic status, type of school attended, and ethnicity. About 1 in 5 boys and 1 in 12 girls enrolled in maths and physical sciences; girls more often took biological sciences or chemistry with maths and humanities; about twice as many students from low socioeconomic status (SES) as from high SES backgrounds enrolled in courses combining vocational education and technology subjects; and nearly 25 percent of students from high SES and 15 percent from low SES backgrounds enrolled in maths and science. Young people from higher SES backgrounds, from private schools, who are higher achievers earlier in schools, and from non-English-speaking backgrounds tended more often to study courses that lead to higher education and the professions. Disadvantaged students tended to participate in courses leading to vocational education and training or more often to immediate entry to the labor market and experienced frequent spells of unemployment. (Contains 24 references, 16 tables, and 8 figures.) (YLB)
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC