Educational Inequality and Transitions to University in Australia: Aspirations, Agency and Constraints

Autor/inn/en	Polesel, John; Leahy, Mary; Gillis, Shelley
Titel	Educational Inequality and Transitions to University in Australia: Aspirations, Agency and Constraints
Quelle	In: British Journal of Sociology of Education, 39 (2018) 6, S.793-810 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2017.1409101
Schlagwörter	Equal Education; Foreign Countries; Dropouts; Correlation; Parent Aspiration; Higher Education; Teacher Attitudes; Social Capital; Disadvantaged; College Attendance; High School Seniors; Socioeconomic Status; Academic Aspiration; Australia + Suchen Sie Ihr Suchwort? Ausland; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Korrelation; Elternwille; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerverhalten; Sozialkapital; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Socio-economic status; Sozioökonomischer Status; Australien
Abstract	This paper is based on research into the destinations and aspirations of school leavers in Australia. It investigates the relationship between the transition to university for different groups of students and their own and their parents' and teachers' expectations. It draws on Bourdieu, Boudon, Nussbaum and others to investigate the way young people construct their aspirations. It examines the limits of young people's agency, which is bound by their understanding of the hidden and informal rules that govern access to different spaces within the curriculum as well as access to post-school destinations. Navigating these transitions is becoming more important and more complex with the increasing emphasis on higher level qualifications in an education market. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01