Riesgos en la transición a la educación terciaria. Narrativas sobre cómo se perciben y gestionan
Access to tertiary education through university pathways, on the one hand, and vocational education, on the other, brings different degrees of risks. When students make their choices, they are assessing the risk they are willing to take, and this raises questions of equity according to the social...
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| Autores principales: | , , |
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| Formato: | Artículo |
| Lenguaje: | español |
| Publicado: |
2021
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| Materias: | |
| Acceso en línea: | https://dialnet.unirioja.es/servlet/oaiart?codigo=8294423 |
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| Sumario: | Access to tertiary education through university pathways, on the one hand, and vocational
education, on the other, brings different degrees of risks. When students make their choices, they
are assessing the risk they are willing to take, and this raises questions of equity according to
the social prestige of each pathway. In this paper we explore how students from diverse social
backgrounds make educational choices, how they experience their educational pathway and
the future prospects they advance. The data come from 19 interviews with vocational training
and university students (2017/2018). Students differ in some respects according to their social
background: when an upper-middle class student chooses the vocational training pathway, they tend to come into conflict with their family; working class students experience their relationship
with money in a tenser way. On the other hand, they all show great optimism about academic
future and work success. |
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