The influence of the school in the decision to participate in learning post‐16

Foskett, Nicholas; Dyke, Martin; Maringe, Felix

doi:10.1080/01411920701491961

Cited by 39 publications

(29 citation statements)

References 9 publications

(14 reference statements)

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“…McDonough's work appears to suggest that the amount of guidance provision is a key factor. Other research, however, appears to suggest that guidance may play a potential role in challenging classed expectations; guidance counsellors are found to be especially important sources of college-related information for young people with no family traditions, or experience, of higher education who make a choice to pursue such a pathway (McDonough 1997;Carbrera and La Nasa 2000;Perna and Titus 2004;Foskett et al 2008). The extent to which the nature of school-based guidance reinforces or challenges 'taken for granted' assumptions about the progression to higher education has, however, rarely been examined.…”

Section: Schools and The Transition To Higher Educationmentioning

confidence: 99%

“…Guidance counsellors are especially important sources of college-related information where young people with no family traditions, or experience, of higher education make a choice to pursue such a pathway (McDonough 1997;Perna and Thomas 2004;Foskett et al 2008). However, like students in Fig Lane, they are frustrated by the lack of adequate guidance.…”

Section: Barrack Streetmentioning

confidence: 99%

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‘There was never really any question of anything else': young people's agency, institutional habitus and the transition to higher education

Smyth

Banks

2012

British Journal of Sociology of Education

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International research into educational decision-making has been extensive, focusing on the way in which young people and their families assess the different options open to them. However, to what extent can we assume that different groups of young people have equal access to the information needed to make such an assessment? And what role, if any, do schools play in this process? Using in-depth qualitative interviews from two schools with very different student intakes, this paper examines the key influences which shape young people's choices. Decisions about whether to go on to higher education are found to reflect three sets of processes: individual habitus; the institutional habitus of the school, as reflected in the amount and type of guidance provided; and young people's own agency, namely, the conscious process whereby students seek out information on different options and evaluate these alternatives.

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Section: Schools and The Transition To Higher Educationmentioning

confidence: 99%

Section: Barrack Streetmentioning

confidence: 99%

‘There was never really any question of anything else': young people's agency, institutional habitus and the transition to higher education

Smyth

Banks

2012

British Journal of Sociology of Education

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“…Foskett et al (2008), for example, discuss how schools with high socio-economic status (SES) catchment areas tended to deliver careers guidance that encouraged traditional academic careers, whilst schools with low SES catchment areas had a much stronger commitment to vocational pathways. Research by the Slack, Hughes and Rout (2013) also found that students predicted to do well at GCSE were less likely to receive advice about vocational options, while those predicted to do less well were more likely to.…”

Section: Context and Backgroundmentioning

confidence: 99%

Teachers’ knowledge and experiences of Information Advice and Guidance: some implications for the current policy context in England

Fuller¹,

McCrum²,

Macfadyen³

2014

Education Inquiry

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Good information and career guidance about which post-compulsory educational routes are available and where these routes lead is important for ensuring that young people make choices that are most appropriate to their needs and aspirations. Yet the Association of School and College Leaders (2011) expresses fears that future provision will be inadequate. This paper reports the findings of an on-line survey of 300 secondary school teachers, and follow-up telephone interviews with 18 of such teachers in the south-east of England which explored teachers' experiences of delivering post-compulsory educational and career guidance and their knowledge and confidence in doing so. The results suggest that teachers lack confidence in delivering information, advice and guidance outside their own area of specialism and experience. In particular, teachers knew little about alternative local provision of post-16 education and lacked knowledge of less traditional vocational routes. This paper will therefore raise important policy considerations with respect to supporting teachers' knowledge, ability and confidence in delivering information concerning future pathways and career guidance.

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“…An Ofsted survey conducted in 2013 similarly found that beyond CIAG often not being well coordinated, vocational training and apprenticeships were rarely promoted effectively. Additionally, schools with sixth forms have been found to, at times, lack impartiality by encouraging young people to stay at the sixth form post-16, without informing them of other possible routes (Blenkinsop et al 2006;Foskett, Dyke, and Maringe 2008). These concerns have also been echoed by policy-makers, with the previous Chair of the Education Select Committee, Graham Stuart, raising concern about schools who, put their own interests ahead of that of their pupils, restrict access to other education providers and make the filling of their sixth form places more of a priority than their statutory duty to provide independent and impartial advice and guidance for pupils.…”

Section: Provision Does Not Meet Statutory Requirementsmentioning

confidence: 99%

Failing to deliver? Exploring the current status of career education provision in England

Moote

Archer

2017

Research Papers in Education

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Currently, in England, there is widespread concern that careers education (information, advice and guidance) is relatively poorly resourced in schools and there is much debate about its current effectiveness. In this paper, we investigate students' views on careers education provision and their satisfaction with this provision. The work draws on data collected via a national survey of over 13,000 Year 11 students aged 15/16 years and in-depth longitudinal interviews conducted with 70 students from this cohort (aged from 10 to 16 years). Our findings show that there is clear student demand for 'more and better' careers education and we conclude that some schools may not be meeting the statutory requirement to provide impartial careers support for all students. Moreover, our quantitative analyses indicate that provision of careers education in England is currently patterned in ways that may be working to promote inequalities relating to gender, ethnicity and social class. Findings from our interview data offer insight into possible influencing factors and suggest that the majority of careers support is provided via a 'self-referral' system, which disadvantages those who, arguably, might benefit most. We conclude by discussing the implications of these patterns and suggest some potential, more equitable, ways forward for schools and teachers. Specifically, we recommend that targeted resourcing is needed for schools and teachers to engage and support disadvantaged students, and suggest greater monitoring of participation (not just provision).

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The influence of the school in the decision to participate in learning post‐16

Abstract: The paper reports on work in progress for a Department for Education and Skills (DfES)

Cited by 39 publications

References 9 publications

‘There was never really any question of anything else': young people's agency, institutional habitus and the transition to higher education

‘There was never really any question of anything else': young people's agency, institutional habitus and the transition to higher education

Teachers’ knowledge and experiences of Information Advice and Guidance: some implications for the current policy context in England

Failing to deliver? Exploring the current status of career education provision in England

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