Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Unequal schooling: how the school curriculum keeps students from low socio‐economic backgrounds out of university

Unequal schooling: how the school curriculum keeps students from low socio‐economic backgrounds... The Australian higher education sector has grappled, with little success, to increase the participation of students from lower socio‐economic status (SES) backgrounds. In this article I identify the ways in which the secondary school curriculum contributes to this outcome, and how universities are complicit in this process. Using data collected at three low SES secondary schools, I argue that the hierarchy of subjects and the increase of vocational education options, together with the expectations of schools and teachers, conspire with tertiary selection processes to prevent all but a very few low SES students from gaining entry to university. These students are not well positioned in relation to cultural and social capital to negotiate the educational strategies that facilitate university entrance. When university places are limited and access is based on relative (apparent) merit, the secondary curriculum orders young people into a social hierarchy of post‐secondary options where the success of more privileged students comes at the cost of students from low socio‐economic backgrounds. The article concludes with an exploration of alternative modes of entry that disrupt the established curriculum hierarchy by valuing a broad range of knowledges for entry to university. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Inclusive Education Taylor & Francis

Unequal schooling: how the school curriculum keeps students from low socio‐economic backgrounds out of university

16 pages

Loading next page...
 
/lp/taylor-francis/unequal-schooling-how-the-school-curriculum-keeps-students-from-low-rCDTK5otSS

References (45)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1464-5173
eISSN
1360-3116
DOI
10.1080/13603116.2010.548102
Publisher site
See Article on Publisher Site

Abstract

The Australian higher education sector has grappled, with little success, to increase the participation of students from lower socio‐economic status (SES) backgrounds. In this article I identify the ways in which the secondary school curriculum contributes to this outcome, and how universities are complicit in this process. Using data collected at three low SES secondary schools, I argue that the hierarchy of subjects and the increase of vocational education options, together with the expectations of schools and teachers, conspire with tertiary selection processes to prevent all but a very few low SES students from gaining entry to university. These students are not well positioned in relation to cultural and social capital to negotiate the educational strategies that facilitate university entrance. When university places are limited and access is based on relative (apparent) merit, the secondary curriculum orders young people into a social hierarchy of post‐secondary options where the success of more privileged students comes at the cost of students from low socio‐economic backgrounds. The article concludes with an exploration of alternative modes of entry that disrupt the established curriculum hierarchy by valuing a broad range of knowledges for entry to university.

Journal

International Journal of Inclusive EducationTaylor & Francis

Published: Sep 1, 2012

Keywords: poverty and education; education policy; higher education

There are no references for this article.