Predictable Pathways: Pacific Islander Learners and School Transitions in Melbourne's Western Region

Autor/in	Paulsen, Irene Kmudu
Titel	Predictable Pathways: Pacific Islander Learners and School Transitions in Melbourne's Western Region
Quelle	In: International Education Journal: Comparative Perspectives, 17 (2018) 2, S.77-87 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-493X
Schlagwörter	Foreign Countries; Pacific Islanders; Migrants; High School Graduates; Higher Education; Vocational Education; Academic Achievement; Outcomes of Education; Semi Structured Interviews; Longitudinal Studies; Employment; Nonschool Educational Programs; Australia + Suchen Sie Ihr Suchwort? Ausland; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Migrantin; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausbildung; Berufsbildung; Schulleistung; Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Dienstverhältnis; Australien
Abstract	This paper tracks the education trajectories of a small group of Melbourne-based Pacific Islander (PI) learners who transitioned from secondary to post-school destinations, 2012 to 2015. Their school experiences were monitored over four years with the aim of identifying common pathways and underlying factors. The study found that the PI learners typically followed similar post-school pathways to non-PI learners. In all cases, they transitioned directly to higher or vocational education, non-school alternative settings or direct employment pathways. However, there was a consistent pattern of lower level academic achievement and, consequently, lower status post-school pathways. These low-level outcomes, whether directed by learners or schools, were often accepted even if inconsistent with initial learner or parental goals. While a direct transition from secondary school to university was the most desired pathway for many learners and their families, the study found that alternative school settings provided important spaces for learners to re-negotiate their school goals and return to university study. Acquiring employment immediately after leaving school was also perceived as an acceptable alternate pathway. Acceptance of these eventual but unplanned pathways helped reinforce a perception that school transitions of PI learners are typically low-level and mostly predictable. (As Provided).
Anmerkungen	Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: https://openjournals.library.sydney.edu.au/index.php/IEJ/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01