Creative Arts Outreach Initiatives in Schools: Effects on University Expectations and Discussions about University with Important Socialisers

Autor/inn/en	Geagea, Antoinette; Vernon, Lynette; MacCallum, Judith
Titel	Creative Arts Outreach Initiatives in Schools: Effects on University Expectations and Discussions about University with Important Socialisers
Quelle	In: Higher Education Research and Development, 38 (2019) 2, S.250-265 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Geagea, Antoinette) ORCID (Vernon, Lynette) ORCID (MacCallum, Judith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2018.1529025
Schlagwörter	Outreach Programs; Disadvantaged Youth; Academic Aspiration; Higher Education; Social Capital; Cultural Capital; Art Education; Parent Child Relationship; Teacher Student Relationship; Socialization; Disadvantaged Schools; Foreign Countries; College Faculty; College Attendance; Program Effectiveness; Skill Development; High School Students; College School Cooperation; Australia + Suchen Sie Ihr Suchwort? Jobcoaching; Benachteiligter Jugendlicher; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sozialkapital; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Socialisation; Sozialisation; Ausland; Fakultät; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Kompetenzentwicklung; Qualifikationsentwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Australien
Abstract	For youth in disadvantaged schools, university expectations and participation are often limited by access to social and cultural capital that support expectations. This study investigated the utility of creative arts outreach initiatives (CAI) in supporting students' university expectations and building cultural capital in homes, schools and neighbourhoods in the southwest corridor of Perth, Western Australia. Cultural capital was operationalised as discussions about university with parents, teachers and friends as important socialisers. The CAI provided task-based programs that connected students with industry professionals and university academics to access new social and cultural capital, develop skills that satisfied learning objectives and increase navigational capacity for higher education participation. Multi-group latent growth models were estimated for university expectations across 3 time points and university discussions with important socialisers at time 3 using a propensity-score matched sample comprising 176 students aged between 11 to 18 years from eight high schools (program group = 88, control group = 88, females = 64%). Results indicated stability in levels of university expectations for program participants and increased discussions about university with parents, teachers and friends. Findings support the inclusion of people-rich, co-curricular creative arts programs such as CAI in disadvantaged schools to build social and cultural capital that supports and potentially widens higher education participation in this region. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01