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|Title:||The nature of transfer experience for students leaving compulsory secondary schooling to continue further education. A comparison of ethnic minority and ethnic majority experience|
|Presented at:||University of Leicester|
|Abstract:||This thesis outlines contemporary transfer experience for students continuing education at sixteen, subsequent to experience of full-time compulsory education. There is a special concern to contrast experience along lines of ethnicity. This thesis utilises research evidence gained between 1997-1998 as well as enlisting support from other studies and theoretical models.;Questionnaire responses of 315 Year 11 school students and 210 college students are used to develop the picture of transfer experience. More detail is gained from interviews involving college students and teaching staff.;Evidence is considered in relation to two dominant themes; Student Orientation and Student Identity. Student Orientation discusses motivations for choices, peer relationships, tutor relationships, adjustment and satisfaction. Student identity explores the importance of ethnic identity, self-esteem and locus of control within the transfer context.;Overall, a period of adjustment and evaluation is involved in this phase of transfer and the experience is positive for most. However, exploration of peer contact reveals a greater sense of isolation among minority ethnic groups. Students from minority ethnic groups also tend to attach more importance to ethnicity. Conversely, various configurations emerge concerning self-esteem and locus of control. However, no single ethnic group demonstrates any propensity to positive or negative extremes. A review of research and theoretical models has led to the conclusion that ethnic identity, self-esteem and locus of control are flexible, inter-related and often contingent upon social context. An appreciation of these characteristics assists in explaining inconsistent results that emerged.;This thesis aims to highlight similarities as well as differences in experience and promotes an understanding of this inconsistency in relation to flexible notions. Consequently, a strong challenge is made against essentialist and stereotypical philosophies.|
|Rights:||Copyright © the author. All rights reserved.|
|Appears in Collections:||Theses, School of Education|
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