Hard and soft choices? Subject selection by schools and students

Davies, Peter

doi:10.1080/03054985.2018.1469483

Cited by 9 publications

(5 citation statements)

References 49 publications

(38 reference statements)

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“…The "knack" or innate talent theme is comparable to research by Davies & Ercolani (2019), and in the follow-up survey of instructors (below) we included questions specifically targeted at attitudes among instructors about innate talent.…”

Section: Pilot Resultsmentioning

confidence: 99%

“…Existing literature on STEM-related attitudes and achievement explores this concept. Davies & Ercolani (2019) find that students are more likely to pursue "hard" subjects if their grades reflect high achievement in those subjects, suggesting that they are either self-selecting or being encouraged into "hard" subjects. However, students' subject preference is not static in Davies and Ercolani's findings; an unexpected high grade on a standardized test for a "hard" subject can significantly impact a student's likelihood to switch from a soft to a hard subject.…”

Section: Teaching and Learning Across Scientific Disciplinesmentioning

confidence: 91%

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Rigor and accessibility: Attitudes towards syntax pedagogy in higher education

Bjorkman,

Bailey,

Light

et al. 2024

Proc Ling Soc Amer

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We report on early stages of a large study on syntax pedagogy, and particularly on perceptions of “gatekeeping”. We present the results of a pilot study to explore this theme and others that arose, such as inequality and discrimination in the classroom, as well as the results of an ongoing program survey. Together, these results show that there are widespread experiences of bias in syntax classrooms, that syntax occupies a privileged space within linguistics, and that syntax is perceived to be a particularly difficult subject which some people have an innate talent for and others do not. The findings, especially in the context of current work on social justice in linguistics, have serious implications for inclusivity in the field and on how we as syntax educators can make changes for the benefit of future syntax scholars.

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Section: Pilot Resultsmentioning

confidence: 99%

Section: Teaching and Learning Across Scientific Disciplinesmentioning

confidence: 91%

Rigor and accessibility: Attitudes towards syntax pedagogy in higher education

Bjorkman,

Bailey,

Light

et al. 2024

Proc Ling Soc Amer

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“…These studies find distinct course preferences between girls who show a propensity for vocational and arts courses while boys tend to prefer mathematics, science and physical education 6 . While gender choice differences may be ascribed to students' personal likings, it is nonetheless also associated with courses being judged as having low or high status within curriculum (Bleazby 2015) and perceived levels of difficulties (hard and soft courses) (Davies and Ercolani 2018;Madden et al 2018). With a view to improving university entrance grades, males and 'non-white' students avoid 'soft courses' as pathways for entry to universities and in response to demands from 'elite' universities 4 Gruen, D. Technological Change and the Future of Work, Australian Government: Department of the Prime Minister and Cabinet, Thursday 7 December 2017 accessed on 5 January 2019 from https://www.pmc.gov.au.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Looked at differently, the socio-economic status (SES) of students is an important indicator of aspirations and career pathways (Berger et al 2019). However, what is particularly worrying with SES data is the observation that courses with lower status (for instance physical education and vocational courses) are destined to be enrolled by students from disadvantaged communities because of their perceived inability to embrace higher level courses (Davies and Ercolani 2018;Polesel et al 2018;Young 2011). This finding features very prominently in the report by Shergold et al (2020).…”

mentioning

confidence: 99%

Courses Preferences and Occupational Aspirations of Students in Australian Islamic Schools

Nathie

Abdalla

2020

Religions

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Course selection by year 11 and 12 students exert a significant influence on occupational outcomes of young people. While many studies have been conducted by the Australian Council for Educational Research (ACER) across a broad spectrum of schools, not much is known about this aspect in relation to Islamic School students. In this research, data was collected on student course choice from nine randomly selected Islamic schools across Australia. For the first time, the results reveal the most prevalent course clusters studied by students are Science, Technology, Engineering and Mathematics (STEM) aligned courses. Mathematics and sciences followed by legal and business studies sit at the peak of the course hierarchy. Long-held views and anecdotal evidence that suggest Arabic and Islamic Studies feature prominently in course selection proved to be unfounded. Preference for these courses are shown to be very low. Vocational Education & Training (VET) courses do not feature prominently in Islamic school curriculums to the disadvantage of students who may wish to pursue non-academic careers instead of opting for university inspired career paths. Professionally, medicine, engineering, law and business (in that order) are the most preferred occupations. We also find a conspicuous gender-based difference regarding course selection and occupational aspirations.

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“…Of those that do, the programmes' attractiveness is linked to prospects of bespoke education and achievement of high Australian Tertiary Admission Rank (ATAR) scores. The IB attractiveness is also promoted as opening pathways to "sought-after" universities and professions at "elite" universities (Davies and Ercolani, 2018). Good private school education that's deemed "prestigious" increases these prospects, or so the reasoning goes (Prosser, 2016).…”

Section: Introductionmentioning

confidence: 99%

Are Australian Islamic schools elitist?

Nathie¹

2021

JME

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Purpose The purpose of this study is to examine whether Australian Islamic schools, by dint of their unique status within Australian private schooling, may be construed as elitist or exclusivist premised on markers such as religious affiliation, school age, history, location, reputation and non-curricular excellences such as affluence and alumni. This issue has not been examined empirically hitherto. This study addresses this absence, as these markers, when used selectively, may make student entry restrictive by virtue of enrolment criteria that is either hyper selective or exclusivist that is often administered through costly tuition fees. Design/methodology/approach Quantitative analysis is used to examine four distinct elitist markers associated with Islamic schools, as they appeal to a market prescribed by faith, preference and demand. Data is sourced from selected government and independent school databases including the index of community socio-educational advantage (ICSEA) database. Findings The findings indicate that Islamic schools do not fit any of these markers partly because these schools are positioned predominantly in middle to lower socio-economic communities and areas where the measure of educationally advantaged backgrounds is only marginally above the ICSEA threshold of 1,000. Further, their enrolment criteria are not premised on high fee-based structures nor on exclusivist selection and enrolment practices that would tag them as elitist. Research limitations/implications It is quite possible that parental and community perceptions of Islamic schools using qualitative measures may identify some schools as elitist. This, however, has yet to be tested empirically in further studies relying on surveys, interviews and focus group sessions. Practical implications Islamic schools should not market nor portray themselves as elitist or exclusivist for that may undermine the very purpose of their function as faith-based institutions. Social implications Perceptions of elitism levelled against some Islamic schools must be weighed against a number of distinct social markers. The examination of four markers in this study does not support such perceptions. Elitist perceptions may abound within communities and amongst parents when vying for student placements in these schools. The basis for such observations, however, is at best anecdotal or outright conjectural in the absence of empirical evidence. Originality/value This is the first and only study that examines the issue of elitism amongst Islamic schools in Australia and elsewhere.

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Hard and soft choices? Subject selection by schools and students

Abstract: He has published research in several academic journals in various areas of social statistics, including: ageing workforces, public transport, sickness absence, stock fund performance, student assessment, student loan repayments, tax evasion and more.

Cited by 9 publications

References 49 publications

Rigor and accessibility: Attitudes towards syntax pedagogy in higher education

Rigor and accessibility: Attitudes towards syntax pedagogy in higher education

Courses Preferences and Occupational Aspirations of Students in Australian Islamic Schools

Are Australian Islamic schools elitist?

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