University Enabling Programs While Still at School: Supporting the Transition of Low-SES Students from High School to University

Autor/inn/en	Vernon, Lynette; Watson, Stuart J.; Moore, William; Seddon, Sarah
Titel	University Enabling Programs While Still at School: Supporting the Transition of Low-SES Students from High School to University
Quelle	In: Australian Educational Researcher, 46 (2019) 3, S.489-509 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vernon, Lynette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-018-0288-5
Schlagwörter	Foreign Countries; Student Satisfaction; Student Attitudes; Expectation; Grade 12; High School Students; Low Income Students; Teacher Influence; Correlation; Postsecondary Education; Academic Aspiration; College Attendance; Equal Education; Access to Education; College Readiness; Australia + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Expectancy; Erwartung; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korrelation; Post-secondary education; Tertiäre Bildung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Education; Access; Bildung; Zugang; Bildungszugang; Australien
Abstract	University participation rates are significantly lower in low socioeconomic status (SES) areas in Australia. Specifically, rates differ between-schools and within-schools, where inequalities in opportunities to access university pathway programs exist. The aim of this study was to test whether academic encouragement supported students' school satisfaction and increased their desire for, expectation of and belief in the possibility of university study and whether differences were evident depending on pathway of study: the ATAR pathway versus a Year 12 access enabling pathway program called TLC110. A sample of 257 high school students (58% female) from 18 high schools, within a low-SES area of outer metropolitan Perth, Western Australia, were surveyed. Teacher encouragement was found to be positively associated with school satisfaction and, in turn, supported university desire, expectation and belief for ATAR students but not for TLC110 students. Qualitative data were collected (n = 9) to contextualise the inclusivity of TLC110 for high school students from low-SES backgrounds to support aspirations for university. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01