Važnost obiteljskog podrijetla i roda za uspjeh iz matematike i odabir srednje škole

Baranović, Branislava; Jugović, Ivana; Puzić, Saša

doi:10.3935/rsp.v21i3.1174

Cited by 9 publications

(12 citation statements)

References 36 publications

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“…Based on data obtained from a representative sample of Croatian secondary school pupils, Baranović et al . () show that, whereas 54.8% of grammar school pupils have at least one parent with a higher education degree, the same holds true for 25.6% of students in four‐year vocational schools and only 10.9% in three‐year vocational schools. On the other hand, whereas only 7.8% of grammar school pupils have a parent with completed three‐year vocational schooling, this is the case for 23.7% of four‐year vocational school pupils and 41.4% of three‐year vocational school pupils.…”

Section: Critical Concepts: ‘Field’ and ‘Institutional Habitus’mentioning

confidence: 94%

“…We previously referred to Baranović et al . 's () research which shows differences in the social profile of students in grammar schools as opposed to four‐year and in particular three‐year vocational schools. In our study, while financial hardship was not overtly self‐reported by pupils (16% reporting severe or substantial hardship), most students in the three schools came from a working class background.…”

Section: How Institutions Reinforce Classmentioning

confidence: 99%

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The Embodiment of Class in the Croatian VET School System

Doolan¹,

Lukić²,

Buković³

2016

Euro J of Education

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This article engages with the notion that schools embody social class in their structures and practices. We draw on Bourdieu's critical concept of ‘field’ to describe the larger landscape of Croatian secondary schooling: a stratified system whose routes serve, and have served, to reinforce the maintenance of class (under)privilege. We also draw on the concept of ‘institutional habitus’, an analytical extension of Bourdieu's concept of ‘habitus’ to school settings, in order to capture how schools produce and reproduce class distinctions through their status, expressive order, curriculum and organisational characteristics. We ‘load’ these concepts with empirical meaning based on interview and focus group data we collected from students, teachers and parents in three, three‐year vocational schools in Croatia, finding that these schools embody a working‐class ‘habitus’. Students in these schools tend to come from less privileged family backgrounds than students in four‐year schools, practical subjects are prioritised over the academic, on‐the‐job training over school work and the schools are fairly under‐resourced.

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Section: Critical Concepts: ‘Field’ and ‘Institutional Habitus’mentioning

confidence: 94%

Section: How Institutions Reinforce Classmentioning

confidence: 99%

The Embodiment of Class in the Croatian VET School System

Doolan¹,

Lukić²,

Buković³

2016

Euro J of Education

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“…Spomenute kontekstualne odrednice mogu djelovati na društvenoj ili obiteljskoj razini, nerijetko i na neizrečen, implicitni način. Primjer čimbenika koji s makrorazine može utjecati na pojedinčev izbor obrazovnog i/ili karijernog puta jest poticanje različitih interesa tijekom primarnog obrazovanja dječaka i djevojčica koje za posljedicu ima rodnu tipičnost obrazovnih odabira i, posljedično, zanimanja (Baranović, Jugović i Puzić, 2014), dok na mikrorazini to, primjerice, može biti odrastanje u obitelji nižega socioekonomskog statusa u kojoj se potiče ili implicira upis strukovnih srednjoškolskih programa jer obiteljske financijske prilike ne omogućuju nastavak školovanja na tercijarnoj razini, odnosno odgođen doprinos kućnom proračunu. Bandura i suradnici (1996;2001) predlažu model koji prikazuje složene veze i zajednički utjecaj socioekonomskih, obiteljskih i osobnih odrednica koje oblikuju obrazovne i karijerne odabire.…”

Section: Uvodunclassified

Gimnazija ili četverogodišnja strukovna škola? Osobne i socijalne odrednice odabira vrste srednjoškolskog obrazovanja

Šabić

Bojić

Marušić

2020

Rev. sociol. (Online)

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Integrativni teorijski modeli, poput socijalno-kognitivne teorije obrazovnih i karijernih izbora, prepoznaju brojnost i složenost odrednica učeničke odluke o odabiru vrste srednjoškolskog obrazovanja. No, malobrojna su istraživanja u kojima se istodobno provjeravao doprinos većeg broja odrednica te odluke. Cilj ovog rada je istražiti doprinos različitih osobnih i socijalnih odrednica učeničkog odabira gimnazijskog ili četverogodišnjeg strukovnog obrazovanja; obrazovnih odabira koji omogućuju izravnu prohodnost prema visokom obrazovanju. Osobne su odrednice spol, školski uspjeh, akademska samoefikasnost, samopoštovanje te čimbenici odabira srednjoškolskog obrazovanja, dok su socijalne odrednice učeničke procjene radnog i obrazovnog statusa roditelja te srednjoškolske aspiracije roditelja za dijete. U istraživanju su korišteni podatci prikupljeni upitnicima na učenicima 7. i 8. razreda 23 zagrebačke osnovne škole (N=784). Testiran je binarni logistički model kojim je ispitan relativni doprinos odrednica u objašnjenju odabira vrste srednjoškolskog obrazovanja. Od osobnih odrednica ulogu u učeničkim odabirima imaju spol, školski uspjeh i samoefikasnost. Četverogodišnje strukovno obrazovanje češće žele upisati mladići, učenici/ce nižeg uspjeha i niže samoefikasnosti. Među socijalnim odrednicama ulogu imaju radna aktivnost majke i srednjoškolska aspiracija roditelja za dijete. Četverogodišnje strukovno obrazovanje češće žele upisati učenici/ce čije su majke radno neaktivne, čiji roditelji žele da oni upišu četverogodišnje strukovno obrazovanje te učenici/ce koji nisu upoznati s aspiracijama svojih očeva za njih. Rezultati potvrđuju dosadašnje nalaze o povezanosti individualnih varijabli poput školskog uspjeha i samoefikasnosti s namjerama učenika vezanim za upis gimnazijskoga ili četverogodišnjeg strukovnog obrazovanja. Među socijalnim odrednicama, aspiracije roditelja pokazale su se važnijima za djetetovu namjeru upisa vrste srednjoškolskog obrazovanja od njihova socioekonomskog statusa.

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“…Numerous researchers (Baranović et al, 2014;Gregurović and Kuti, 2010;Ivanović and Rajić-Stojanović, 2012;Lee and Burkham, 2002;Škorokov, 2014) have studied the impact of family socioeconomic status on the success of a child, pupil or student. The mentioned authors are of the opinion that the socio-economic factor significantly affects the psychophysical abilities of the child as well as the development of certain values and morals.…”

Section: Introductionmentioning

confidence: 99%

Influence of Parents' Socio-Economic Status on Educational Aspirations of Students in Split (Croatia): Sociological Research

Bandalović¹,

Vučica²,

Mrčela³

2022

Proceedings of INTCESS 2022- 9th International Conference on Education &Amp; Education of Social Sciences

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Numerous studies show that the socio-economic factors significantly affect the child's psychophysical abilities as well as the development of certain values and morals. Socio-economic status is often singled out as a factor of social stratification and as such, directly or indirectly, affects all stages of an individual's education. Regardless of "free" education in Croatia (at primary and secondary school level), socio-economic status is still associated with the possibility of choosing a school, school program and further profiling of students. That is why the aim of this research is to examine the impact of parents 'socioeconomic status on students' educational aspirations. The characteristics of the socioeconomic status examined in this paper are the level of education of the parents, household income, the number of books in the household and reading activities. At the same time, the researchers in this paper examine the extent to which children will follow the parental example and whether parents will impose their wishes and ideas regarding the child's education.The research was conducted using the survey method in 2020 on a convenient sample of 203 respondents aged 18 to 22 years living in Split (first and second year students of different faculties). The obtained results indicate the existence of a latent socio-economic impact in terms of the level of education of both father and mother, where a higher level of education of parents is associated with a more positive attitude towards university obligations and desires in continuing education. The results show that the division into malefemale occupations is still present in society, with a high percentage of fathers who were educated in technical occupations, while mothers were mostly educated in the social sciences and humanities. There is a correlation between the number of books in the home library and the total number of books that students have read, but the number of read books is not related to the parent's reading habits. However, no direct and intrusive influence of parents on respondents' decisions regarding study and life habits was found.

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Važnost obiteljskog podrijetla i roda za uspjeh iz matematike i odabir srednje škole

Cited by 9 publications

References 36 publications

The Embodiment of Class in the Croatian VET School System

The Embodiment of Class in the Croatian VET School System

Gimnazija ili četverogodišnja strukovna škola? Osobne i socijalne odrednice odabira vrste srednjoškolskog obrazovanja

Influence of Parents' Socio-Economic Status on Educational Aspirations of Students in Split (Croatia): Sociological Research

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