Born Too Late? How Relative Age Affects College Enrolment Patterns

Autor/in	Smith, A. Haig
Titel	Born Too Late? How Relative Age Affects College Enrolment Patterns
Quelle	In: Research in Post-Compulsory Education, 27 (2022) 4, S.525-548 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, A. Haig)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2022.2110772
Schlagwörter	Foreign Countries; Adolescents; College Enrollment; Enrollment Trends; Enrollment Rate; School Entrance Age; Age Differences; College Students; Student Experience; Academic Achievement; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Einschulungsalter; Age; Difference; Age difference; Altersunterschied; Collegestudent; Studienerfahrung; Schulleistung
Abstract	The month in which we are born affects our experience of and progress through the education system and is known as the relative age effect. This study reports on a project in which the author conducted mixed methods research into the impact of different birth months on enrolment patterns and participant experiences within further education in England, a neglected sector for this research area. This paper challenges the current view that the negative impact of being born later in an academic year cohort dissipates with age. Analysis of the findings shows that enrolment patterns are skewed towards the summer months for those entering the further education college in the study and that the month of May should be included in the definition of summer months. Summer-born study participants were aware of their relative age at a social and physical level, but made no connection to their academic progress. This paper argues that relative age is a significant driver for enrolment to and, therefore, subsequent performance within further education, which should be monitored alongside other better known disadvantage factors, with the aim to reduce and eliminate this systemic disadvantage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01