Thesis

Understanding working class orientations towards higher education - a qualitative study of education decision making practice

Creator
Rights statement
Awarding institution
  • University of Strathclyde
Date of award
  • 2019
Thesis identifier
  • T15466
Person Identifier (Local)
  • 200954123
Qualification Level
Qualification Name
Department, School or Faculty
Abstract
  • This thesis investigates the experiences of a group of working-class pupils as they experience educational-decision making in post-compulsory education. It focuses on a cohort of 28 pupils, identified as being the highest-attaining within a school with historically low-progression rates to Higher Education. The study presents the findings of an in-depth sociological study which investigates the ways in which these young people orientate and navigate towards post-school destinations. Based on emerging ideas from social practice theory, this study adopts a methodological approach which considers the multi-sited nature of post-16 choices.;The study explores how senior management responded to both policy to increase academic performance, and to localised and contextualised practice at the site in which temporal and historic community understandings of schooling and employment persist. Within these arrangements, the study focuses on the experiences of a close friendship group of ten pupils as they explore possibilities to study at university.;Using methods of interviews, group discussions, participant observation and forms of actionable research (St John, 2013), the study identifies senior management strategies to support academic progress and considers pupil alignment towards academic engagement. It shows the extent to which activities need to be brokered at the site in order for pupils to access a more privileged existence in Higher Education. It also shows the extent to which this involves a collective negotiation of practice by pupils and their close networks as they participate in activities to support successful applications.;The thesis suggests that in the neglect of adequate explorations of working-class pupil experiences, current policy and interventions to address this issue maintain a focus on the individual, and fail to grasp effectively the more complex reproductive and transformative processes within peer groups, schools and community cultures. The thesis concludes by outlining several suggestions for future research and policy in this area.
Advisor / supervisor
  • Wilson, Alastair
  • Sime, Daniela
Resource Type
DOI
Date Created
  • 2019
Former identifier
  • 9912812893302996
Embargo Note
  • The electronic version of this thesis is currently under moratorium due to a licensing issue. If you are the author of this thesis, please contact the Library to resolve this issue.
  • THIS THESIS IS UNDER MORATORIUM. IT WILL NOT BE AVAILABLE FOR LOAN OR CONSULTATION UNTIL 20th January 2021

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