2003
DOI: 10.1080/0267152032000107310
|View full text |Cite
|
Sign up to set email alerts
|

Discussing higher education choices: differences and difficulties

Abstract: Social psychological studies have long emphasised the importance of openness, disclosure and the sharing of plans for the future to young people's friendships. Recently, similar claims have been made within sociology, but applied to friendships and other relationships practised at various points throughout the life-course. From both these perspectives, it would be expected that as young people come to make decisions about their post-18 destinations, their deliberations would be discussed with close friends. In… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
1
1
1
1

Citation Types

0
13
0
1

Year Published

2004
2004
2021
2021

Publication Types

Select...
10

Relationship

1
9

Authors

Journals

citations
Cited by 21 publications
(14 citation statements)
references
References 14 publications
0
13
0
1
Order By: Relevance
“…However, if there is little understanding of higher education participation amongst family members then conversations about learning may not occur. This silence is not limited to family members; Brooks (2003) also highlights how the young people in her study did not seem to discuss higher education aspirations with peers or friends.…”
Section: Discussionmentioning
confidence: 99%
“…However, if there is little understanding of higher education participation amongst family members then conversations about learning may not occur. This silence is not limited to family members; Brooks (2003) also highlights how the young people in her study did not seem to discuss higher education aspirations with peers or friends.…”
Section: Discussionmentioning
confidence: 99%
“…Furlong 2005). A number of writers have researched diversity amongst the middleclasses and higher education decisions (Brooks 2003a, 2003b, Power et al 2003, Devine 2004, Morrison 2011. Evidence here reveals that middle-class orientations to higher education are far from uniform, and do not necessarily underwrite unproblematic trajectories to university (Power et al 2003, Morrison 2011.…”
Section: Influences On University Expectationsmentioning
confidence: 62%
“…These transitions include the move from school onto post compulsory education or training (Hodkinson et al, 1996) and into work (Wyn & White, 1997), the move from school or college to university (Reay et al, 2001;Ball, 2003;Brooks, 2003;David et al, 2003;Power et al, 2003), and entry and progression through undergraduate studies for students from different backgrounds (Egerton, 2001;Archer et al, 2003). Yet relatively little work has been undertaken on the routes that students follow into taught study beyond their undergraduate degrees.…”
Section: Points Out Thatmentioning
confidence: 97%