职业决策过程中的社会差异与高等教育意向:家庭背景和学校构成在不同信息来源使用中的作用

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Oxford Review of Education Pub Date : 2022-10-13 DOI:10.1080/03054985.2022.2128321
E. Smyth
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引用次数: 0

摘要

摘要年轻人的放学后意愿和途径如何反映他们的社会背景一直是大量研究的主题。然而,人们对年轻人获得的职业指导信息的数量和种类的社会差异及其在过渡时期加强或改善社会差异方面的作用的关注要少得多。本文通过研究信息和指导活动的来源在多大程度上因社会背景和学校社会混合而变化,以及这种变化对继续接受高等教育的意愿的影响,做出了贡献。这篇论文引用了一项针对爱尔兰年轻人的大规模纵向研究——“在爱尔兰长大”研究的数据。研究发现,来自更有利背景的年轻人更依赖父母作为信息和建议的来源,这反映了他们获得教育系统内部知识的机会,并且更有可能为私人指导服务付费。相比之下,来自弱势背景的年轻人和那些就读于工人阶级学生集中的学校的年轻人更依赖学校的信息来源,尽管这些资源不足以增加他们向高等教育过渡的机会。
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Social differentiation in career decision-making processes and higher education intentions: the role of family background and school composition in the use of different sources of information
ABSTRACT The way in which young people’s post-school intentions and pathways reflect their social background has been the subject of a good deal of research. However, much less attention has been paid to social differentiation in the amount and kind of career guidance information received by young people and its role in reinforcing or ameliorating social differentiation in transitions. This article contributes by examining the extent to which sources of information and guidance activities vary by social background and school social mix and the consequences of this variation for intentions to go on to higher education. The paper draws on data from a large-scale longitudinal study of young people in Ireland, the Growing Up in Ireland study. It finds that young people from more advantaged backgrounds are much more reliant on their parents as a source of information and advice, reflecting access to insider knowledge of the educational system, and are more likely to pay for private guidance services. In contrast, young people from less advantaged backgrounds and those attending schools with a concentration of working-class students are more reliant on school-based sources of information, though these resources are insufficient to boost their chances of making the transition to higher education.
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来源期刊
Oxford Review of Education
Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
0.00%
发文量
39
期刊介绍: The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.
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