Later, I Can Still Be What I Want to Be . Status, Self-Esteem and Aspirations in Secondary Education, with a Focus on Pupils in Non-Academic Tracks

Lenie van den Bulk, Mart-Jan de Jong

Abstrakt


This paper focuses on the question whether the perceived distance between the low status of the school that is attended by the pupils, the high ambitions of these pupils, and the feasibility of achieving these goals could lead to the total evaporation of any motivation to do well at school. Is educational success of pupils in the lowest level of secondary education hampered by the realization that one’s chances to reach a highly respected social position are very limited? In this article, we, firstly, study how adolescents evaluate people in distinctive social positions and to what extent they are aware of status distinctions. Secondly, what are the expectations and ambitions of youngsters and how do they describe their own characteristics when asked to respond to questions, such as “who are you?” and “where do you locate yourself in society?”. Thirdly, we analyze their views on society, their self-images and career expectations. We want to investigate whether these images and projections differ in correlation with their level and type of education.


Słowa kluczowe


secondary education; levels of education; types of education; status distinctions; status perceiving; social identity; self-respect; self-esteem; adolescents; career ambitions and expactations; career opportunities

Pełny tekst:

PDF

Bibliografia


Bourdieu P., Distinction, a Social Critique of the Judgement of Taste, London–New York 1884.

Cantril H., The Pattern of Human Concerns, New Brunswick–New Yersey 1965.

Coenen E.M., Word niet zoals wij: de veranderende betekenis van onderwijs bij Turkse gezinnen in Nederland, Amsterdam 2001.

Covington M.V., Manheim Teel K., Overcoming Student Failure. Changing Motives and Incentives for Learning, Washington DC 1999.

Crul M., De sleutel tot succes, Amsterdam 2000.

De Jong M., Kapot Moeilijk, Amsterdam 2007.

De Jong M.J., Herkomst, kennis en kansen, Lisse 1987.

De Wall N., Baumeister R.F., Alone but Feeling no Pain: Effects of Social Exclusion on Physical Pain Tolerance and Pain Threshold, Affective Forecasting and Interpersonal Empathy, “Journal of Personality and Social Psychology” 2006, No. 1, Vol. 91.

Dekker B., Doorstroom en stapelen in het onderwijs. Regioplan Beleidsonderzoek en CINOP, Commissioned by the Ministry of Education, Science, and Culture, Den Haag 2008.

Elchardus M., Economische ongelijkheid, sociale uitsluiting en cultuurstrijd in de kennismaatschappij [in:] Opvoeden in billijkheid. Hoe streng moet onze aanpak zijn? , N. Vettenburg, L. Cattrysse (eds.), Leuven 1999.

Ellemers N., Doosje E.J. (eds.), Social Identity: Context, Commitment, Content, Oxford 2000.

Ellemers N., Identity Management Strategies, Proefschrift 1991.

Erickson R., Goldthorpe J. H., The Constant Flux. A Study of Class Mobility in Industrial Societies, Oxford 1992.

Festinger J., A Theory of Social Comparison Processes, “Human Relations” 1954, May, Vol. 7.

Goffman E., On Cooling the Mark out: Some Aspects of Adaptation of Failure [in:] The Pleasures of Sociology, L.A. Coser (ed.), New York–Scarborough–Ontario 1980.

Herweijer L., Gestruikeld voor de start. De school verlaten zonder startkwalificatie, Den Haag 2008.

Heyl E., Mulder R.H., Schenkeveld C.J.M., Succes – en faalfactoren in het beroepsonderwijs, Rotterdam 2001.

Hirschman A.O., Exit, Voice and Loyalty. Responses to Decline in Firms, Organizations and States, Cambridge 1970.

Kilpatrick F.P., Cantril H., Self-Anchoring Scaling, a Measure of Individuals’ Unique Reality Worlds, “Journal of Individual Psychology” 1960, No. 2, Vol. 16.

Kuhn M.H., McPartland T.S., An Empirical Investigation of Self-attitudes, “American Sociological Review” 1954, No. 1, Vol. 19.

Leary M.R., Baumeister R.F., The Nature and Function of Self-esteem: Sociometry Theory, “Advances in Experimental Social Psychology” 2000, Vol. 32.

Leary M.R., Tangney J.P., Handbook of Self and Identity, New York 2005.

Lenski G.E., Power and Privilege, A Theory of Stratification, New York 1984.

Merton R.K., Social Structure and Anomie, “American Sociological Review” 1938, No. 3.

Merton R.K., Social Theory and Social Structure, New York 1967.

Neckel S., Inferiority; From Collective Status to Deficient Individuality, “Sociological Review” 1996, Vol. 44.

Sansone L., Schitteren in de schaduw, Amsterdam 1992.

Sennett R., Cobb J., The Hidden Injuries of Class, New York–London 1972.

Sennett R., Respect: The Formation of Character in a World of Inequality, London 2003.

Severiens S.E., Verstegen D.M.L., Succes – en faalfactoren in het VMBO: verklaringen voor schoolloopbanen in de Rotterdamse regio, Rotterdam 2007.

Stouffer S.A., The American Soldier, Princeton–New York 1949.

Tajfel H., Human Groups & Social Categories, New York 1981.

Touraine A., The Self-Production of Society, Chicago–London 1977.

Van der Steeg M., Webbink D., Vroegtijdig schoolverlaten in Nederland: omvang, beleid en resultaten, Den Haag 2006.

Van Esch W., Neuvel J., Stroomlijnen. Onderzoek naar de doorstroom van VMBO naar HAVO‘s, Hertogenbosch 2007.

Van Lieshout M., Voorkomen beter dan herstellen. Jongeren over de oorzaken en aanpak van voortijdig schoolverlaten, Garant 2003.

Van San M., Leerkes A., Criminaliteit en criminalisering. Allochtone jongeren in Belgie, Amsterdam 1976.

Van San M., Stelen en steken, delinquent gedrag van Curacaose jongens in Nederland, Amsterdam 1998.

Vermunt J.D.H.M., Lodewijks J.G.L.C., Simons P.R.J., Hardop denken als onderzoeksmethode naar regulatieprocessen bij tekstbestudering, “Tijdschrift voor Onderwijsresearch” 1986, Jaargang 11, No. 4.

Wilkinson R., Pickett K., The Spirit Level: Why More Equal Societies Almost Always do Better, London 2009.


Refbacks

  • There are currently no refbacks.