Care experienced students’ transitions to university: learning identities, prior educational experiences and socio-cultural contexts

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2024-08-20 DOI:10.1080/01425692.2024.2392148

Ceryn Evans

引用次数: 0

Abstract

Care experienced students are one of the most under-represented groups in higher education (HE) in the UK. Research in this field has sought to understand why some care experienced young people suc...

查看原文本刊更多论文

有护理经验学生的大学过渡：学习身份、先前的教育经历和社会文化背景

在英国，受过照顾的学生是高等教育（HE）中代表性最弱的群体之一。该领域的研究试图了解为什么一些有受照顾经历的年轻人能够成功......

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

British Journal of Sociology of Education Multiple-

CiteScore

3.70

自引率

9.50%

发文量

期刊介绍： British Journal of Sociology of Education is one of the most renowned international scholarly journals in the field. The journal publishes high quality original, theoretically informed analyses of the relationship between education and society, and has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world. The journal engages with a diverse range of contemporary and emergent social theories along with a wide range of methodological approaches. Articles investigate the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy and the curriculum, and the experiences of all those involved, from the most privileged to the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas in all phases of formal and informal education. Contributions are expected to take into account the wide international readership of British Journal of Sociology of Education, and exhibit knowledge of previously published articles in the field. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems and or perspectives.