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Post-school transitions of disadvantaged students (published as - Making the most of the mosaic: facilitating post-school transitions to higher education of disadvantaged students, Australian Educational Researcher V.38)

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Abbott-Chapman, J 2011 , 'Post-school transitions of disadvantaged students (published as - Making the most of the mosaic: facilitating post-school transitions to higher education of disadvantaged students, Australian Educational Researcher V.38)' , Australian Educational Researcher, vol. 38 , pp. 57-71 .

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Official URL: http://dx.doi.org/10.1007/s13384-010-0001-9

Abstract

Research studies of post-school education and training conducted in
Australia and internationally have revealed a mosaic of students’ education and
employment experiences, with a multiplicity of nonlinear pathways. These tend to be
more fragmentary for disadvantaged students, especially those of low socio-economic
background, rural students, and mature aged students seeking a ‘second chance’
education. Challenges faced by students in their transitions to higher education are
made more complex because of the intersection of vertical stratification created by
institutional and sectoral status hierarchies and segmentation, especially relating to
‘academic’ and ‘vocational’ education and training, and the horizontal stratification of
regional, rural and remote locations in which students live. If we are to achieve the
equity goals set by the Bradley Review (Bradley et al., Review of Australian Higher
Education Final Report, 2008) we need to acknowledge and work with the complex
realities of disadvantaged students’ situations, starting at the school level. Interrelated
factors at the individual, community and institutional level which continue to inhibit
student take-up of higher education places are discussed in the context of discursive
constructions of ‘disadvantage’ and ‘choice’ in late modernity. Research highlights
the need to facilitate students’ post-school transitions by developing student resilience,
institutional responsiveness and policy reflexivity through transformative
education.

Item Type:	Article
Authors/Creators:	Abbott-Chapman, J
Keywords:	Post-school transitions; Higher education; Access; Equity; Widening participation; Discursive practices
Journal or Publication Title:	Australian Educational Researcher
Additional Information:	Published: Australian Educational Researcher (2011) 38:57-71 DOI 10.1007/s13384-010-0001-9 This article is protected by copyright and all rights are held exclusively by The Australian Association for Research in Education, Inc..
Item Statistics:	View statistics for this item

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