How Personal Networks Govern Educational Decisions

Heath, Suzanne; Fuller, Alison; Johnston, Brenda

doi:10.1007/978-3-319-50386-8_7

Cited by 1 publication

(1 citation statement)

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“…Interview narratives revealed that it was not only parents who were perceived as valuable sources of support. Wider family networks can be important in educational choices and decision-making (Coleman, 1988;Holland et al, 2007;Heath et al, 2017;Butler and Muir, 2017). For example, Mina, from Iraqi background, grew up in Holland, moved to the UK partway through her education and initially was unfamiliar with the UK educational system.…”

Section: Perceived Parental Supportmentioning

confidence: 99%

Young people, school engagement and perceptions of support: a mixed methods analysis

Ryan

D’Angelo

Kaye

et al. 2019

Journal of Youth Studies

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As levels of young people not in education, employment or training (NEET) remain high in the UK, there is growing concern about processes of school disengagement. Drawing on quantitative and qualitative data, we explore some factors that lead young people to disengage fromand potentially re-engage withschooling. The research employed a sequential design with a quantitative survey of students, followed by two rounds of interviews with a sub-sample of young people. Statistical analysis of our survey confirmed that, for our respondents, school engagement is mediated through perceptions of support. Through longitudinal qualitative data, we consider which sources of support appear to be most important for participants, how changes in perceptions of support affect levels of engagement and how these may change over time. We aim to contribute to the literature by showing that increasing perceptions of support can positively influence school engagement. Drawing on theories of social capital, we illustrate how complex and dynamic interplays between diffuse actors can provide access to differentiated resources, including economic, social and cultural capital, with varied outcomes for school engagement. We also show how fluid and dynamic processes of engagement and the interplay with support can provide opportunities for promoting positive educational outcomes.

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Section: Perceived Parental Supportmentioning

confidence: 99%