Unravelling socioeconomic school composition effects on higher education enrollment: the role of students’ individual and shared feelings of futility and self-efficacy

Vandelannote, Isis; Demanet, Jannick

doi:10.1007/s11218-021-09608-z

Cited by 8 publications

(2 citation statements)

References 40 publications

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“…This relationship is a consequence of gender role attitudes as a significant correlate of a sense of futility (Van Houtte & Vantieghem, 2020). The sense of academic futility plays a role in enrollment in higher education; students in schools with a student body with a low socioeconomic composition are less likely to enroll in higher education because these schools have high futility cultures (Vandelannote & Demanet, 2021).…”

Section: The Literature Reviewmentioning

confidence: 99%

Implicit Sense of Academic Futility: An Unexpected Burden From Lower Secondary Education

Simonová

Vyhnálek

Dvořák

et al. 2021

Education and Urban Society

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Vocational and professional training tracks can be a good option for many adolescents, many of whom enter these programs with a sometimes hidden burden of negative experiences and attitudes to school. This paper explores the sense of academic futility in future VET students at the end of lower secondary education. Drawing on qualitative interviews with 25 Czech students in which they described their experiences from lower secondary school, we found that despite the students’ beliefs that their achievement is the product of their own effort, they describe situations from which it is evident that they noticed (i.e., perceived) that they actually did lose control over their results. At the same time, they explicitly claim that they have full control over their own achievement. This implicit sense of academic futility is created by several mechanisms at the school level: the curriculum, ineffective teaching, grading leniency, and teachers’ distrust of students’ capabilities.

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Section: The Literature Reviewmentioning

confidence: 99%

Implicit Sense of Academic Futility: An Unexpected Burden From Lower Secondary Education

Simonová

Vyhnálek

Dvořák

et al. 2021

Education and Urban Society

View full text Add to dashboard Cite

show abstract

“…An anspruchsgeringen Schularten ist die Wahrscheinlichkeit besonders gering, im Anschluss an den Abschluss erfolgreich in den Ausbildungsmarkt einsteigen zu können. Der Anteil der Schüler*innen, die ihr schulisches Dasein als sinnentleert empfinden, ist dort besonders hoch (Brezina, Piquero & Mazerolle, 2001;Gavarini, 2018;Vandelannote & Demanet, 2021;Welsh, 2003). Grecu (2020) zeigt, dass Lehrkräfte an der anspruchsgeringsten Schulart in Luxembourg aufgegeben haben, Leistungsziele zu erreichen; Schüler*innen empfinden sich vermehrt als der Schule "entfremdet".…”

Section: Regelbrechendes Verhalten Von Schüler*innenunclassified

Störungen als interaktive Ereignisse im Mehrebenenkontext

Schuchart¹,

Bühler-Niederberger²

2022

jlb 4-2022

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Significant Others as Environmental Resources: Toward a Sociological Refinement of Social Cognitive Career Theory

Demanet,

Van Houtte

2024

International Study of City Youth Education

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Unravelling socioeconomic school composition effects on higher education enrollment: the role of students’ individual and shared feelings of futility and self-efficacy

Cited by 8 publications

References 40 publications

Implicit Sense of Academic Futility: An Unexpected Burden From Lower Secondary Education

Implicit Sense of Academic Futility: An Unexpected Burden From Lower Secondary Education

Störungen als interaktive Ereignisse im Mehrebenenkontext

Significant Others as Environmental Resources: Toward a Sociological Refinement of Social Cognitive Career Theory

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