22 SES 16 B, Asymmetric Higher Education Spaces and the Configuration of Work Related Aspirations of Mexican Undergraduate Students
In this paper we want to investigate the practices and subjective evaluations around the school, in relation to the ability to aspire by university students who study in six institutions of higher education with very different characteristics, which we refer to as Asymmetric University Spaces (AUSs). It is important to emphasize that these university spaces are characterized by having a high degree of institutional segmentation. There are important differences between educational institutions, like campus, career, facilities, prestige, geographic space in which each one is located, in addition to many other material and symbolic differences that allow a high contrast. On the other hand, being a student of one of these universities does not necessarily imply sharing practices, subjective evaluations, aspirations, or youth or student identities. The central argument is that the practices, subjective evaluations and aspirations of university students are related to social inequalities derived, among other causes, from social origins, school backgrounds and specific attributes of the person. Therefore, we think that at different starting conditions and AUSs, different aspirations corresponds, so that the ability to aspire on the part of the subjects varies according to their subjective profile and is articulated with different practices and evaluations that each time have more importance in the development of their trajectories. In this sense, it is interesting to analyze the contrasts occurring among young people from different Asymmetric University Spaces with different social origins, in light of differentiated social processes that reveal a growing social fragmentation in Mexico; which would be coincident with the academic offer present in the different universities, thus promoting diverse inequality schemes in which the differences between young people in privileged situations and those in situations of vulnerability are increasingly marked. Based on the methodology explained in the synthesis of the symposium, the questions that will guide our work are: What is the relationship between practices, subjective assessments and aspirations among young people from different AUSs? How much do the starting conditions on the part of the subjects does affect their ability to aspire and how do they relate to the different AUSs?
Gimenez, Gilberto, (2012), La cultura como identidad y la identidad como cultura, Instituto de Investigaciones Sociales de la UNAM, 27 páginas. En: http://perio.unlp.edu.ar/teorias2/textos/articulos/gimenez.pdf Consultado el 12 de septiembre de 2018. González, Álvaro. (2014). Aspirar a una universidad selectiva y concretar las aspiraciones: factores determinantes. Calidad en la educación, (40), 235-267. https://dx.doi.org/10.4067/S0718-45652014000100008, Consultado el 13 de septiembre de 2017. Guéguen, Haud; Guillaume Macholet, (2014), Les théories de la recconnaissance, Collection Repères, La Découverte, Paris. LUHMANN, Niklas, (s/f). El futuro no puede empezar: estructuras temporales en la sociedad moderna. En: Torres, Ramón Ramos Tiempo y sociedad . Madrid: Centro de Investigaciones Sociológicas.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.