Classed Trajectories in Higher Education and the Graduate Labour Market: Affective Affinities in a 'Meritocracy'

Autor/inn/en	Bunn, Matthew; Burke, Penny Jane; Threadgold, Steven
Titel	Classed Trajectories in Higher Education and the Graduate Labour Market: Affective Affinities in a 'Meritocracy'
Quelle	In: British Journal of Sociology of Education, 43 (2022) 8, S.1273-1287 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bunn, Matthew) ORCID (Burke, Penny Jane) ORCID (Threadgold, Steven)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2022.2122936
Schlagwörter	Labor Market; College Graduates; Higher Education; Foreign Countries; Social Class; Social Differences; Education Work Relationship; Access to Education; Educational Attainment; Decision Making; Social Capital; Student Attitudes; Majors (Students); Employment Potential; Academic Achievement; College Attendance; Australia + Suchen Sie Ihr Suchwort? Labour market; Arbeitsmarkt; Hochschulabsolvent; Hochschulabsolventin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Social classes; Soziale Klasse; Sozialer Unterschied; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsabschluss; Bildungsgut; Decision-making; Entscheidungsfindung; Sozialkapital; Schülerverhalten; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Schulleistung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Australien
Abstract	In this article, we draw from a recent empirical study to consider how a person's classed trajectory impacts students from different class backgrounds in higher education (HE). Students face rapidly evolving social and academic circumstances and must build reasonable strategies to navigate their trajectory from education to work. In these situational processes, social class becomes emotionally exposed as a durable relational social ordering principle. Affinities with educational and labour market norms provide emotional advantages. To explore the classed nature of accumulated being in Australian HE in the context of widening participation, we examine experiences of access to and participation in HE, and strategies towards entry into the labour market. The movement into, through and out of HE orders and organises classed experience, demonstrating the durability of class in the face of doxic meritocratic choice discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01