Talking about subject choice at secondary school and career aspirations: conversations with students of Chinese background

Siann, Gerda; Lightbody, Pauline; Nicholson, Stephen P.; Tait, Louise; Walsh, David

doi:10.1080/03069889808259701

Cited by 7 publications

(3 citation statements)

References 6 publications

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“…Research using this theoretical framework indicates that most senior high school students make subject choices without adequate advice or planning, which in turn fails to maximize their future opportunities for elective subject choices (Warton, 1997a; 1997b; Warton & Cooney, 1997). Other research (Eccles, 2005) shows that adolescents limit their range of subject choice with inaccurate information and fail to consider long-term goals (Eccles, 2005; Siann, Lightbody, Nicholson, Louise, & Dave, 1988). For example, Siann et al’s (1988) investigation of subject choices for Chinese secondary students identified two main influences on these decisions: whether they liked the subject or not and because they were required to make a choice between subjects (imposed either by school framework or by eliminating less desirable options).…”

Section: Introductionmentioning

confidence: 99%

“…Other research (Eccles, 2005) shows that adolescents limit their range of subject choice with inaccurate information and fail to consider long-term goals (Eccles, 2005; Siann, Lightbody, Nicholson, Louise, & Dave, 1988). For example, Siann et al’s (1988) investigation of subject choices for Chinese secondary students identified two main influences on these decisions: whether they liked the subject or not and because they were required to make a choice between subjects (imposed either by school framework or by eliminating less desirable options). While these studies provide valuable insight into factors influencing subject selection, they focus on the overall process of subject selection rather than influences within specific domains.…”

Section: Introductionmentioning

confidence: 99%

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Facilitators and Impediments for Elective Music and Sport in Adolescent Males

2014

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Within the culture of an all-male private school, sport often holds a special status as compared with music. As an area of learning and participation, sport is typically associated with masculinity and receives broad social acceptance, whereas music is often seen at the margins of the curriculum and considered as an activity for a select few who are innately talented. Because of these perceptions, participation rates for males are often higher for sport than they are for music. With this as our context, this study examined differences between the two elective subjects of music and sport, by seeking to investigate boys' motivation to choose whether or not to elect music and sport in the final years of high school. The study utilized an online survey that was completed by 293 subjects (13 to 16 years old, school years 8 to 10). Results indicate that the boys were more motivated to select elective sport rather than music (42.7% vs. 4.8%, respectively), with 49.8% choosing neither music nor sport. A comparison of facilitators of elective music and sport revealed similarities across the two domains, with interest in the subject (music or sport) receiving the highest mean rating for elective facilitation. Seven of the nine impediment scales were significantly higher for music (only importance of the subject and parental influence were statistically identical across sport and music). The study is the first of which we are aware that directly compares music and sport as school subjects, and as such, offers insight into the different motivational forces that act to either facilitate or impede students' choice of these subjects within an all-male private school.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Facilitators and Impediments for Elective Music and Sport in Adolescent Males

2014

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“…For example, the prevalent policy in the United Kingdom of "raising aspirations" among those who are perceived to be aiming lower or more narrowly than their abilities might justify is often linked with notions of changing the culture within the school and the community (Francis, Hutching, Archer, & Amelling, 2003;Healey & Connolly, 2004;Siann, 1998). The school leader therefore has power to make changes in structures, processes, and artifacts that can impact positively on how students think about themselves and their future.…”

Section: Culture and Hegemonymentioning

confidence: 99%

Power, Risk, and Utility

Lumby

Foskett

2011

Educational Administration Quarterly

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Purpose: Engagement with culture as a facet of the work of schools and colleges has been evident since at least the 1950s. The 21st-century interest in culture remains strong, in part because of the growing sense that education faces a scenario where the scale of technological, economic, and social change is unprecedented. Such change demands revisiting cultural values, as practice and power relations are disturbed both by change itself and an inability to assimilate it. The article revisits a seminal question-how far should educational leaders engage with culture as a key theoretical construct, and what are the moral and pragmatic issues that arise? Research Design: The article charts the engagement of the field of educational leadership with culture over time. It critically reviews some of the theoretical models that have been used as analytical and interpretative lenses, considers the scope of the evidence for the utility of the concept of culture, and then explores related implicit and explicit power relations embedded in school leaders' engagement with culture. Findings: The article concludes that a renewed and more rigorous but critical engagement with culture is essential both for Bios Jacky Lumby is professor of education and head of the School of Education at the University of Southampton (UK). She has taught in a range of educational settings, including secondary/high schools, community and further/technical education. Her research and publications on leadership encompass a range of perspectives including comparative and international perspectives, diversity issues and leading high school education.Nick Foskett is Vice Chancellor at Keele University (UK). He was previously Dean of the Faculty of Law, Arts and Social Sciences at the University of Southampton, where he was professor of education. His publications and research have focused on policy, leadership and management in schools, colleges and universities, with a particular interest in how institutions and leaders respond to the changing external policy environment.

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Annual Review: Practice and Research in Career Counseling and Development—1998

Young

Chen

1999

The Career Development Quart

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The article reviews the practice and research literature in career counseling and development in 1998. The literature is presented and discussed under the following topical headings: contexts and populations, career processes, transitions, career assessment, and career counseling, services and programs.The career counseling and development literature published in 1998 was diverse and extensive. To reflect this diversity, we have selected pertinent articles from the leading journals in the field of career counseling and development as well as from journals peripheral to the field. We broadly scanned English language books and journals published in North America and other regions of the world. This review embodies conceptual and research articles, articles that speak directly to career counseling and other interventions, and those that have implications for interventions. Among the research articles, we have included studies that used both qualitative and quantitative data as well as case studies. The result is a review of 21 books and 259 articles from 24 career development and counseling journals and 34 psychology and social and behavioral sciences journals.Such a diverse range and number of items challenged us to construct a suitable way to classify them. Although this is not the last review of the career counseling and development literature of the twentieth century, it is the last one that will be published in The

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Talking about subject choice at secondary school and career aspirations: conversations with students of Chinese background

Cited by 7 publications

References 6 publications

Facilitators and Impediments for Elective Music and Sport in Adolescent Males

Facilitators and Impediments for Elective Music and Sport in Adolescent Males

Power, Risk, and Utility

Annual Review: Practice and Research in Career Counseling and Development—1998

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