Weight of Costs – The Financial Aspects of Student Course Choices and Study Experiences in a Croatian Higher Education Setting

Doolan, Karin

doi:10.3935/rsp.v17i2.915

Cited by 7 publications

(6 citation statements)

References 26 publications

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“…In countries such as Italy, for example, where a high degree of familial support is assumed, students without access to such resources find it more difficult to access HE and progress in their studies (ibid.) (see also Doolan (2010) who makes similar arguments with respect to Croatia).…”

Section: Students As Family Membersmentioning

confidence: 62%

Understanding the higher education student in Europe: a comparative analysis

Brooks

2017

Compare: A Journal of Comparative and International Education

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Higher education (HE) is of considerable importance to policymakers across Europe. Indeed, it is viewed as a key mechanism for achieving a range of economic, social and political goals. Nevertheless, despite this prominence within policy, we have no clear understanding of the extent to which conceptualisations of ‘the student’ are shared across the continent. To start to redress this gap, this article explores four key aspects of contemporary higher education students’ lives, considering the extent to which they can be considered as, variously, consumers, workers, family members and political actors. On the basis of this evidence, it argues that, despite assumptions on the part of European policymakers that there are now large commonalities in the experiences of students across Europe – evident in pronouncements about Erasmus mobility and the operations of the European Higher Education Area – significant differences exist both between, and within, individual nation-states

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Section: Students As Family Membersmentioning

confidence: 62%

Understanding the higher education student in Europe: a comparative analysis

Brooks

2017

Compare: A Journal of Comparative and International Education

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“…Research studies (e.g., Bruen, 2014; Doolan, 2009) provide support for Coleman’s (1988) proposition about social capital with their findings that suggest that social capital does not always work to foster sociocultural reproduction as Bourdieu (1986) maintains. At the same time, however, scholars criticize Coleman’s (1988) concept of social capital as overly optimistic in its proposition that access to social capital is not entirely, if at all, dependent on status and for underplaying the role that social inequalities play in the distribution of resources.…”

Section: Theoretical Frameworkmentioning

confidence: 96%

“I’ve always been in private school”: The role of familial norms and supports in Black immigrant students’ preparation for STEM majors.

Onuma¹,

Berhane²,

Fries‐Britt³

2022

Journal of Diversity in Higher Education

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Among the theories that have been advanced for improving the participation of students in STEM is the postulation that family involvement in students’ schooling is critical, as early as the precollege years. The prevalence of knowledge about the importance of familial support for students’ success in STEM fields notwithstanding, the corpus of scholarship that explores the nexus between family support and Black student STEM success is limited. In this article, the authors utilize data collected through interviews, focus groups, and demographic questionnaires to explore the influence of immediate and extended family members in the STEM trajectories of eight undergraduates who were born in—or whose parents emigrated from—African or Caribbean countries. The qualitative study is grounded in Coleman’s theory of social capital, which posits that there are 3 forms of social capital that families can bestow on children. These forms of social capital are: (a) obligations, expectations, and trustworthiness of structures; 2) information channels; and 3) norms and effective sanctions. Results from this investigation reveal that parents were intentional about the decisions that they made in their children’s K–12 school years and that families sought out ways to support students through cocurricular engagement. Implications include a call to develop programs of support that recognize the important and often unique role that families and community play in the lives of Black (immigrant-origin) students, particularly those who are pursuing STEM degrees.

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“…U Hrvatskoj su, također, poteškoće u završavanju studija i prekid studija češći kod studenata ranjivih skupina, primjerice studenata čiji roditelji imaju niži stupanj obrazovanja (Doolan, 2010. ), studenata iz obitelji s financijskim poteškoćama (Matković i sur., 2010.…”

Section: Uvodunclassified

„Podigneš svoje dokumente i odeš“: kvalitativna analiza iskustava osoba koje su odustale od studija

2024

Sip

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Weight of Costs – The Financial Aspects of Student Course Choices and Study Experiences in a Croatian Higher Education Setting

Cited by 7 publications

References 26 publications

Understanding the higher education student in Europe: a comparative analysis

Understanding the higher education student in Europe: a comparative analysis

“I’ve always been in private school”: The role of familial norms and supports in Black immigrant students’ preparation for STEM majors.

„Podigneš svoje dokumente i odeš“: kvalitativna analiza iskustava osoba koje su odustale od studija

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