Access to Higher Education at the End of Lower Secondary for "Disadvantaged" Students: The Interplay of Structural, Institutional Frameworks and Student Agency

Autor/in	Danic, Isabelle
Titel	Access to Higher Education at the End of Lower Secondary for "Disadvantaged" Students: The Interplay of Structural, Institutional Frameworks and Student Agency
Quelle	In: European Education, 47 (2015) 1, S.77-92 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-4934
DOI	10.1080/10564934.2015.1001267
Schlagwörter	Access to Education; Higher Education; Disadvantaged; Qualitative Research; Social Bias; Gender Differences; Social Class; Ethnicity; Secondary School Students; Educational Experience; Foreign Countries; Correlation; Cross Cultural Studies; Student Surveys; Student Attitudes; Case Studies; Statistical Analysis; Finland; France; Germany; Slovenia; Italy; Netherlands; Poland; United Kingdom + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Geschlechterkonflikt; Social classes; Soziale Klasse; Ethnizität; Sekundarschüler; Bildungserfahrung; Ausland; Korrelation; Cultural comparison; Kulturvergleich; Schülerbefragung; Schülerverhalten; Case study; Fallstudie; Case Study; Statistische Analyse; Finnland; Frankreich; Deutschland; Slowenien; Italien; Niederlande; Polen; Großbritannien
Abstract	Drawing from quantitative and qualitative data collected by the European research project GOETE in eight European countries, the article focuses on the experiences of so-called "disadvantaged students" at the end of lower secondary and analyzes how access to higher education is negotiated in the interaction of structural/institutional frameworks and student agency. After elaborating an intersectional framework on disadvantage, the article showcases that access to higher education is defined by national schooling regulations, but also by educational professionals' discourses and by students' attitudes. Through professional discourses, representations, and normative expectations, students are differentiated and hierarchized according to class, ethnicity, and gender. In the schools investigated, located in deprived areas, students experience these differentiations through stigmatization or discrimination, and build different types of agency in their life contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01