Indigenous and Immigrant Students in Transition to Higher Education and Perceptions of Parental Influence: A Bourdieusian Perspective

Kleanthous, Irene

doi:10.2304/pfie.2014.12.5.670

Cited by 8 publications

(7 citation statements)

References 17 publications

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“…The French sociologist Duru-Bellat finds that students from working-class backgrounds tend to choose vocational pathways instead of universities mainly because academic pathways are seen to be at odds with their cultural identity (2010). Similar results are confirmed in the research on the educational choices made by children of immigrant origin (Kleanthous 2014;Boado 2011). Kleanthous's study shows that students from immigrant origins are much less likely to make ambitious choices than their non-immigrant counterparts, partly because of a lack of identity fit in universities in Cyprus (2014).…”

Section: Theoretical Frameworksupporting

confidence: 83%

“…Prior literature on Boudon's theory follows the thesis of the rational choice perspective, which examines the direct impact of individual families' socioeconomic backgrounds and financial and cultural resources on students' choices in higher education (Reay et al 2009;Kleanthous 2014;Brooks 2008). It has been shown that students from professional families tend to choose academic pathways and go to elite universities, while their working-class counterparts, even those of the same ability, are more likely to select vocational courses or less prestigious institutions (Duru-Bellat et al 2008;Thomsen et al 2013).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Moreover, students from culturally rich families tend to choose fields of study to strengthen their cultural advantages (van de Werfhorst et al 2003). By contrast, students without rich cultural resources, such as those from working-class families and migrant origins in some contexts, tend to choose fields such as engineering or mathematics, which allow them to compensate for a lack of cultural resources (Kleanthous 2014).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Choices, risks and rational conformity: extending Boudon’s positional theory to understand higher education choices in contemporary China

Liu

2018

High Educ

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This study extends Boudon's positional theory to understand how students from different social origins make choices about university and how they interpret risks during the choice-making process in contemporary China. I draw upon empirical evidence from 71 indepth semi-structured interviews with undergraduates from different social backgrounds and from different types of universities. The interview data confirm the relevance of Boudon's thesis in the Chinese context; that is, individuals' family characteristics manifest in the process of choices and strategies. Furthermore, this study provides new evidence on a pattern of classbound conformity, which sometimes contradicts the rational course of action from students' narratives on socioeconomic and cultural identity as well as opportunity risks associated with the quota system. When hope and chance clash, students from working-class or agricultural families reduce to internalize their socioeconomic or geographical disadvantages, come to terms with a lack of equal opportunities in a seemingly meritocratic system.

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Section: Theoretical Frameworksupporting

confidence: 83%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

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Choices, risks and rational conformity: extending Boudon’s positional theory to understand higher education choices in contemporary China

Liu

2018

High Educ

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“…Bourdieu refers to this mismatch between habitus and field as the hysteresis effect (Bourdieu, 1977). This idea has been used widely in research related to the experience of immigrant groups in their host countries (Kleanthous, 2014). For example, Dryden-Petersen and Giles (2010) apply the concept to understand the difficulties students with refugee backgrounds experience in accessing education.…”

Section: Theoretical Considerationsmentioning

confidence: 99%

Bridging the Gap Between Secondary and Tertiary Education for Students with Refugee Backgrounds with Bourdieu

Birtwell

Duncan²,

Carson³

et al. 2020

JCIHE

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Although progress has been made in increasing access at the primary and secondary level, only 1% of youth with refugee backgrounds are enrolled in tertiary education compared to 36% globally. Recent research suggests that tertiary education is fundamental in restoring dignity, security and hope for students with refugee backgrounds as well as preventing engagement with harmful fundamentalist ideologies. Given these potential benefits it is essential to better understand the barriers and develop initiatives to improve participation of students with refugee backgrounds in tertiary education. The main challenges faced by such students in Malaysia are a lack of information about existing opportunities, poor knowledge of the application process and insufficient soft skills required to gain access. This paper presents a case study of the CERTE Bridge Course in Malaysia, which was designed to address the above challenges and ‘bridge’ the gap between secondary and tertiary education for students with refugee backgrounds. Bourdieu’s theory of capital, habitus and field is used to explore the impact of the CERTE Bridge Course on participant’s success in achieving access to higher education. The research used pre- and post-surveys with each cohort to understand educational attainment, goals and interests and allow participants to self-assess development in soft skills. It is argued that the CERTE Bridge Course helped students navigate access to higher education by providing ways for them to develop social capital through improved communication skills and access to a network of sympathetic higher education admissions officers. Students also developed cultural capital and developed their habitus in a way that allowed them to negotiate access by presenting their skills in more recognisable ways in the field of higher education in Malaysia. Finally, the research highlights several immovable barriers in the field and identifies lesser discussed forms of capital, such as aspirational and resilience, as playing an important role in facilitating access.

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“…Liu, 2019; Sovansophal, 2020; Yang & Chen, 2021). The EMI theory is helpful in explaining the influence of family background on professional choices in the existing literature (Kleanthous, 2014). It suggests that in the context of expanding higher education, family background not only affects educational opportunities, but also influences students’ educational decisions.…”

Section: Introductionmentioning

confidence: 99%

Family background and the choice of Hispanic Philology among liberal arts students in China

Gao,

Abad

2023

International Journal of Chinese Education

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This article focuses on how family backgrounds affect the choice to study Hispanic Philology in China. Specifically, our aim is to study the mediating effects of the motivation of choice, and the conditional indirect effect of parental values. The sample comprised 9,60 students at sixteen Liberal Arts Majors departments in twenty-one universities. To reach our goal, we combined four analytical methods, including: Principal Components analysis, Binary Logistic regression, Mediating Effects, and Moderation Effects. The results revealed that student choice was influenced by family backgrounds. Both intrinsic and extrinsic motivation play a partially mediating role, while parental values affect the strength and direction of that relationship as the moderating variable.

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Indigenous and Immigrant Students in Transition to Higher Education and Perceptions of Parental Influence: A Bourdieusian Perspective

Abstract: This article aims to compare and contrast the perceptions of parental influence of indigenous middle-class students and immigrant students in Cyprus, and to investigate how their

Cited by 8 publications

References 17 publications

Choices, risks and rational conformity: extending Boudon’s positional theory to understand higher education choices in contemporary China

Choices, risks and rational conformity: extending Boudon’s positional theory to understand higher education choices in contemporary China

Bridging the Gap Between Secondary and Tertiary Education for Students with Refugee Backgrounds with Bourdieu

Family background and the choice of Hispanic Philology among liberal arts students in China

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