University Ilusions and family (dis) enchantments

Author(s):

Diana Dias(presenting / submitting)

Conference:

ECER 2014

Network:

22. Research in Higher Education

Format:

Poster

Session Information

22 SES 05.5 PS, General Poster Session

General Poster Session

Time:

2014-09-03

12:30-14:00

Room:

Poster Area C (between B019 - B024)

Chair:

Contribution

Family has an undeniable influence upon the career construction of higher education students, since it is a primary source of their socialization.

Access to higher education (HE) has extended to social groups that, a few years ago, had low aspirations of enrolment in an educational system aimed only at a few elites who held that social privilege. Nowadays, new publics from different social-economic backgrounds access to HE and bring along new expectations, goals and (academic survival) strategies.

As a primary source of their socialization, family has an undeniable influence upon the students’ HE choice. The review of the literature on HE choice emphasizes the critical role that family plays influencing students’ postsecondary plans (Hossler & Gallagher, 1987; Hossler, Braxton & Coopersmith, 1989).

This paper presents the results of a qualitative analysis of freshmen’ narratives about their perceptions of the relationship between family’s sociocultural status and academic career decision, as well as students’ perceptions about the meaning of their enrolment in HE for their family. Hence, the present study intends also to realize how families’ sociocultural background influences students’ postsecondary choices.

By reflecting on the double meaning of the enrolment in HE: by the family (influence in choice and identity construction of the young adult) and in the family (expectations and social changes in family life), the illusions and expectations of families in face of the HE promises are the main focus of research.

Method

This paper presents a qualitative analysis of 30 interviews conducted to first year students, aimed at understanding the relationship between family sociocultural status and academic choice and the perceived meaning in the family of the enrolment of one of their elements in higher education. Some research studies of quantitative nature have been carried out in Portugal (Tavares et al., 2008; Balsa, Simões, Nunes, Carmo & Campos, 2001), linking families’ background to enrolment choices. However, while these quantitative research studies reveal a visible connection between these two variables, they do not allow grasping the underlying meanings, for families, of the postsecondary choices. This limitation can be overcome with a qualitative approach, which enables a better understanding of the relationship between the sociocultural status of the family in postsecondary choice, as well as the families’ perceived meaning of the enrolment of one of their elements in HE.

Expected Outcomes

Results show that higher education students came mainly from economic, cultural and social upper classes. It was a ‘logic path’, for who would inherit in the adult age, not only the economic capital, but also the relational capital. The educational and economic resources of the students’ families are key factors in higher education enrolment.

References

Almeida, L., Marinho-Araújo, C., Amaral, A., & Dias, D. (2012). Democratização do acesso e do sucesso no ensino superior: uma reflexão a partir das realidades de Portugal e do Brasil. Avaliação: Revista da Avaliação da Educação Superior, 17(13), 899-920. Amado-Tavares, D. (2008). O superior ofício de ser aluno: Manual de sobrevivência do caloiro. Lisboa: Edições Sílabo. ISBN: 978-972-618-487-4. Amaral, A. (2009). Avaliação e qualidade do ensino superior: as muitas racionalidades da qualidade. In D. Leite (Org.), Avaliação participativa e qualidade: os atores locais em foco. Porto Alegre: Sulina; Editora Universitária Metodista IPA. ISBN: 978-85-205-0550-2. Balsa, C., Simões, J., Nunes, P., Carmo, R., & Campos, R. (2001). Perfil dos estudantes do ensino superior: Desigualdades e diferenciação. Lisboa: Edições Colibri. ISBN- 978-972-8746-71-1. 5058. Bishop, J. (1977). The effect of public policies on the demand for higher education. Journal of Human Resources, 5(4), 285-307. Bourdieu, P., & Passeron, J.C. (1964). Les héritiers. Les étudiants et la culture. Paris: Éd. de Minuit. DGES/MCTES (2005). Condições sócio-económicas dos estudantes do ensino superior em Portugal. Lisboa: DGES/MCTES. Dias, D. (2011). Reasons and motivation for the option of an engineering career in Portugal. European Journal of Engineering Education, 36(4), 367-376. DOI: 10.1080/03043797.2011.593096. Dias, D. (2012). Students’ choices in Portuguese higher education: Influences and motivations. European Journal of Psychology of Education, Online First™, 3 May 2012, Springer. DOI: 10.1007/s10212-012-0122-9. Dias, D. (in-press). Did massification of higher education lead to more equity? Clues to a reflection on Portuguese education arena. International Journal of Inclusive Education. Dias, D., & Sá, M. J. (2011). Do ensino secundário para o superior: I impacto emocional da transição. Revista Galego-Portuguesa de Psicoloxia e Educacion, 19(2), 35-48. ISSN: 1138-1663. Dias, D., & Sá, M. J. (2012a). Initiation rituals in university as lever for group cohesion. Journal of Further and Higher Education, 1-18, iFirst. DOI: 10.1080/0309877X.2012.722198. Dias, D., & Sá. M. J. (2012b). From high school to university: Students’ competences recycled. Research in Post-Compulsory Education, 17(3), 277-291. DOI: 10.1080/13596748.2012.700094. Dias, D., & Sá, M. J. (2013). Impact of transition to higher education: Emotions, feelings and sensations. European Journal of Education. DOI: 10.1111/ejed.12058. Dubet, F. (1994). Sociologia da experiência. Lisboa: Instituto Piaget.

Author Information

Diana Dias (presenting / submitting)

Laureate International Universities

Universidade Europeia

Lisboa

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