Post-school aspirations in regional Australia: an examination of the role of cultural and social capital

Cuervo, Hernán; Chesters, Jenny; Aberdeen, Lucinda

doi:10.1007/s13384-019-00305-7

Cited by 24 publications

(16 citation statements)

References 30 publications

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“…This is due to the differences in the ways students from low SES backgrounds access information and make decisions about their careers, and their access to the capitals required to self-navigate the school to work transition. Successful navigation of post-school pathways requires specific capitals which students from low SES backgrounds might not have access to (Bok, 2010 ; Cuervo et al, 2019 ). Social capital might include personal contacts and networks of people who know about preferred pathways and careers (Cuervo et al, 2019 ; Smith, 2011 ).…”

Section: Discussionmentioning

confidence: 99%

“…Successful navigation of post-school pathways requires specific capitals which students from low SES backgrounds might not have access to (Bok, 2010 ; Cuervo et al, 2019 ). Social capital might include personal contacts and networks of people who know about preferred pathways and careers (Cuervo et al, 2019 ; Smith, 2011 ). Economic capital might include access to reliable transport and time off work to attend external information days.…”

Section: Discussionmentioning

confidence: 99%

“…Quality career education has the potential to enable access to cultural, economic and social capital required for educational and career success (Chesters & Smith, 2015 ; Patton, 2019 ). For example, career education which includes work experience, industry visits, open days, career expos, networking, and mentoring builds the cultural and social capital of students and enables students from low SES backgrounds to access such opportunities (Chesters & Smith, 2015 ; Cuervo et al, 2019 ; Smith, 2011 ). It can contribute to increased education and employment outcomes for students from low SES backgrounds (Australian Government, 2013 ; Bajada & Trayler, 2014 ; Chesters & Smith, 2015 ).…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

‘One student might get one opportunity and then the next student won’t get anything like that’: Inequities in Australian career education and recommendations for a fairer future

et al. 2021

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Access to quality career advice is important for economic, personal and equity reasons, yet, in many countries around the world, career-education provision is of varying quality and quantity within school settings. Given the inconsistencies in career-education resourcing and provision, what is not clearly understood is how students from low socioeconomic status (low SES) backgrounds experience career-education provision and the extent to which it shapes their post-school futures. Drawing on Australian research, this paper explores the career-education experiences of high-school students from low SES backgrounds. Bourdieu’s tools of field, habitus and capital are used as a theoretical framework to understand how career education can influence students’ imagining and achieving their career goals. The findings reported in this paper contribute nuanced understandings of career education to students from low SES backgrounds and recommends how all students can benefit from an embedded approach to career education in schools.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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‘One student might get one opportunity and then the next student won’t get anything like that’: Inequities in Australian career education and recommendations for a fairer future

et al. 2021

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“…Of particular importance to the focus of this paper, the aspirations of rural youth have been studied extensively, including: mobility and educational discourse and practice (Corbett & Forsey, 2017); the role of social and cultural capital in post-school aspirations (Cuervo et al, 2019;Kilpatrick & Abbott-Chapman, 2002); key influences on aspirations for higher education (Fray et al, 2020); and how outreach initiatives can support aspirations for higher education (Gore, Holmes, Smith, Lyell et al, 2015b;Kilpatrick et al, 2019).…”

Section: Doxic and Habituated Logics Of Aspiring To Higher Educationmentioning

confidence: 99%

Aspiring to higher education in regional and remote Australia: the diverse emotional and material realities shaping young people’s futures

et al. 2021

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Students from regional and remote areas remain significantly under-represented in higher education despite decades of equity policy designed to encourage participation. One explanation is that policy initiatives often overlook the realities in local rural contexts that can make higher education less desirable. Applying the theoretical lens of ‘doxic’ and ‘habituated’ aspirations, this paper analyzes interviews with 13 students, 10 parents/carers, and 4 teachers from one regional and one remote community in NSW, Australia. We document the emotional and material realities shaping young people’s imagined futures in these communities, highlighting the commitment to a rural lifestyle in one, and the desire to escape the other community in decline. We argue that developing successful initiatives to address equitable participation in higher education requires a departure from hegemonic discourses of ‘rurality’ and greater recognition of and respect for the diverse needs and desires of regional and remote students.

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“…In Australia, educational inequality is greatly measured in relation to early school leaving and the rate of transitions to higher education. Although there has been a growing rate of transitions to university, educational inequality still exists that not all individuals have access to educational resources and opportunities to pursue a university degree (Cuervo et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Factors that Impact Students' Transitions to University in Australia

Zhang¹

2021

jher

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There are prominent gaps in educational opportunities and academic outcomes in the Australian education system. The government has made efforts to narrow the gaps and increase the proportion of Australians with higher education qualifications. However, disadvantaged students still lack access to educational opportunities and resources, and are underrepresented in university populations. This essay explores the influential factors that can affect young people's academic and transition outcomes, which involve students' socioeconomic status (SES) backgrounds, engagement in extra-curricular activities and geographical locations. This essay also mainly draws on Bourdieu's theory on social and cultural capital to explain the associations between those factors and students' transitions to university in Australia.

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Post-school aspirations in regional Australia: an examination of the role of cultural and social capital

Cited by 24 publications

References 30 publications

‘One student might get one opportunity and then the next student won’t get anything like that’: Inequities in Australian career education and recommendations for a fairer future

‘One student might get one opportunity and then the next student won’t get anything like that’: Inequities in Australian career education and recommendations for a fairer future

Aspiring to higher education in regional and remote Australia: the diverse emotional and material realities shaping young people’s futures

Exploring the Factors that Impact Students' Transitions to University in Australia

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