Perspectives, aspirations and perceived support students with low economic and cultural capital in the university in Spain and Dominican Republic

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

European Journal for Research on the Education and Learning of Adults Pub Date : 2024-02-13 DOI:10.3384/rela.2000-7426.4844

José González-Monteagudo, Teresa Padilla-Carmona, María A. Tenorio-Rodríguez

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Abstract

This paper investigates the characteristics and both material and emotional costs of upward social mobility through university education in Spain and the Dominican Republic. A comparative qualitative study has been carried out, based on biographical-narrative interviews, with a sample of 6 Dominican students and 9 Spanish students coming from an economically disadvantaged background. The results show the social mobility experiences and expectations of the participants and their families, with different nuances in the two contexts. The need to combine study with work is one of the main costs of university. The primary coping strategy in both countries is material and symbolic family support, but additional coping mechanisms to persist in studies are also evident. The conclusions highlight both the perspectives developed by the participants and the critical role of structural dimensions (social background, national context, recent history, economy, social values, culture, religious beliefs) in understanding their experiences in the university context.

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西班牙和多米尼加共和国大学中经济和文化资本较低的学生的观点、愿望和所感受到的支持

本文研究了西班牙和多米尼加共和国通过大学教育实现向上社会流动的特点以及物质和情感成本。在对 6 名多米尼加学生和 9 名西班牙学生进行自传体叙事访谈的基础上，开展了一项定性比较研究。研究结果表明，参与者及其家庭的社会流动经历和期望在两种背景下有着不同的细微差别。需要将学习与工作相结合是上大学的主要成本之一。在这两个国家，主要的应对策略是物质和象征性的家庭支持，但坚持学习的其他应对机制也很明显。结论既强调了参与者的观点，也强调了结构性因素（社会背景、国情、近代史、经济、社会价值观、文化、宗教信仰）在理解他们的大学经历中的关键作用。

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来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).