Access to higher education at the end of lower secondary for "disadvantaged" students. The interplay of structural institutional frameworks and student agency.

Autor/in	Danic, Isabelle
Titel	Access to higher education at the end of lower secondary for "disadvantaged" students. The interplay of structural institutional frameworks and student agency.
Quelle	In: European education, 47 (2014) 1, S. 77-92Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1056-4934
DOI	10.1080/10564934.2015.1001267
Schlagwörter	Gesundheit; Studentenschaft
Abstract	Drawing from quantitative and qualitative data collected by the European research project GOETE in eight European countries, the article focuses on the experiences of so-called "disadvantaged students" at the end of lower secondary and analyzes how access to higher education is negotiated in the interaction of structural/institutional frameworks and student agency. After elaborating an intersectional framework on disadvantage, the article showcases that access to higher education is defined by national schooling regulations, but also by educational professionals' discourses and by students' attitudes. Through professional discourses, representations, and normative expectations, students are differentiated and hierarchized according to class, ethnicity, and gender. In the schools investigated, located in deprived areas, students experience these differentiations through stigmatization or discrimination, and build different types of agency in their life contexts. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2015/4