School choice options limit access to higher education for various groups of students in Quebec

Labrosse, Julie; Gaudreault, Marco

doi:10.1080/21568235.2017.1265788

Cited by 4 publications

(1 citation statement)

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“…The organizational context and cultural practices of school, especially the imposition of academic standards, are influencing whether students will (and where they will) continue their post-secondary education (Ball et al, 2000; McDonough, 1997). Furthermore, inequalities in educational choice persistently reproduce differing positions of qualifications from different sectors of secondary education (see Labrosse et al, 2017). The ‘implied student’ (Ulriksen, 2009) in HE continues to be a student who has completed the academic upper secondary route and passed the matriculation examination (see e.g.…”

Section: Institutional Habitus Choice and Experience Of Hementioning

confidence: 99%

The vocational route to higher education in Finland: Students’ backgrounds, choices and study experiences

Haltia

Isopahkala-Bouret

Jauhiainen

2021

European Educational Research Journal

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Division between academic and vocational education is a predominant feature of both upper secondary and higher education in Finland as well as in many other country contexts. This article focuses on a minority of higher education students, those who have not proceeded to higher education through the traditional academic track but have enrolled through the vocational route. We deploy the concept of institutional habitus and utilize Eurostudent VI survey data ( N=7318) to analyse the backgrounds and study experiences of higher education students with different kinds of educational backgrounds. Our findings indicate that those enrolling through the vocational route are more often mature students from lower parental educational backgrounds. They have often completed a longer study path and began to see themselves as future higher education students later in their life course. There are also differences in how students with diverse educational backgrounds experience their sense of belonging to the higher education community. This paper focuses on Finland but has relevance for other European countries as the institutional structures and practices discussed in this paper are evident internationally.

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Section: Institutional Habitus Choice and Experience Of Hementioning

confidence: 99%