Secondary Students' Access to Careers Information: The Role of Socio-Economic Background

Autor/inn/en	Dockery, Alfred Michael; Bawa, Sherry; Coffey, Jane; Li, Ian W.
Titel	Secondary Students' Access to Careers Information: The Role of Socio-Economic Background
Quelle	In: Australian Educational Researcher, 49 (2022) 5, S.1001-1023 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dockery, Alfred Michael) ORCID (Bawa, Sherry) ORCID (Coffey, Jane) ORCID (Li, Ian W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-021-00469-1
Schlagwörter	Secondary School Students; Access to Information; Occupational Information; Socioeconomic Background; Foreign Countries; Longitudinal Studies; Surveys; Australia; Longitudinal Surveys of Australian Youth + Suchen Sie Ihr Suchwort? Sekundarschüler; Berufsinformation; Sozioökonomische Lage; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Australien
Abstract	This paper focusses on how careers advice provided to Australian secondary school students varies according to students' socio-economic background. National data for students in Years 11 and 12 from five cohorts of the Longitudinal Surveys of Australian Youth initiated between 1998 and 2015 are analysed. Students from higher socio-economic backgrounds are found to be more likely to access multiple forms of careers information, particularly information relating to university entrance, compared to students from low-SES backgrounds. Conversely, students from lower socio-economic backgrounds are more likely to receive information on pathways to non-professional vocations. This socioeconomic divide has become more pronounced over time. Importantly, access to nonprofessional careers information appears to have declined over time, while there is evidence to suggest this form of advice is more highly valued by students of low-socioeconomic background relative to those of high-socioeconomic background. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01