Low Socioeconomic Status Students Transitioning from Vocational Education and Training (VET) to University: Examining Definitions of Success

Autor/inn/en	Vanderburg, Robert; Harris, Lois; Dargusch, Joanne; Richardson, Susan
Titel	Low Socioeconomic Status Students Transitioning from Vocational Education and Training (VET) to University: Examining Definitions of Success
Quelle	In: Higher Education Research and Development, 42 (2023) 3, S.742-756 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vanderburg, Robert) ORCID (Harris, Lois) ORCID (Dargusch, Joanne) ORCID (Richardson, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2022.2089098
Schlagwörter	Socioeconomic Status; Low Income Students; Vocational Education; College Freshmen; College Transfer Students; Foreign Countries; Academic Achievement; Grades (Scholastic); Grade Point Average; Academic Persistence; Australia + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Ausbildung; Berufsbildung; Studienanfänger; Hochschulwechsel; Schulwechsel; Studienortwechsel; Ausland; Schulleistung; Notenspiegel; Australien
Abstract	Within Australia, Vocational Education and Training (VET) is promoted as a pathway for low socioeconomic status (LSES) students to enter Higher Education (HE). However, greater equity will only occur if these students achieve successful university outcomes. But how should such success be defined? This paper examined two data sources (i.e., nine years of archival achievement data from one multi-campus Australian university, 18 qualitative interviews with LSES VET students who had transitioned to HE) to consider varying measures of this group's success. Quantitative achievement measures indicated that although VET-entry students performed as well as or better than those entering based on secondary school results, LSES students had systematically lower academic achievement across both groups, suggesting equity goals are yet to be realised. While interviewed students frequently mentioned grades, they also described seeing improvement, making connections, experiencing satisfaction and growing confidence as markers of success. Data highlighted the negative consequences some LSES VET students experienced when grades were viewed as the sole metric of success. Findings suggest it is important for universities to continue to promote VET pathways and normalise diverse conceptions of success to encourage persistence when academic achievement goals are not immediately reached. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01