{"title":"Akademická a sociální integrace do studia na vysoké škole u první generace vysokoškoláků: přehledová studie","authors":"Tereza Vengřinová","doi":"10.5817/SP2021-1-7","DOIUrl":null,"url":null,"abstract":"In the last ten years, tertiary education in the Czech Republic has balanced between the phases Trow described as “mass” and “universal”. Thus, a wide range of beginning students come to colleges and are integrating into the college environment for the first time. These students include a group for whom the integration process is more demanding than for their colleagues. This group is the first-generation university students whose family members do not have a college degree. First-generation students go through the process of integration as the first in their family, This experience involves certain specific characteristics of the integration process, in both the academic and social spheres. This review summarizes the knowledge, mostly from foreign research, that addresses the problems of academic and social integration, and specifically that addresses the issue of firstgeneration university students. This text aims to answer the following questions: (1) What is the process of academic and social integration into university studies? (2) Who are first-generation university students, and why should we focus on this group of newcomers?, and (3) What specific characteristics affect the academic and social integration of first-generation university students? An analysis of the texts shows the attributes of first-generation college students that influence the process of their academic and social integration. These attributes are the socioeconomic status of the student and their family, personal identity and role conflict, and lack of experience with the tertiary education system. According to Cross, these individual factors influencing the entry process into tertiary study can be interpreted as institutional, situational, and dispositional barriers.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studia Paedagogica","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5817/SP2021-1-7","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0
Abstract
In the last ten years, tertiary education in the Czech Republic has balanced between the phases Trow described as “mass” and “universal”. Thus, a wide range of beginning students come to colleges and are integrating into the college environment for the first time. These students include a group for whom the integration process is more demanding than for their colleagues. This group is the first-generation university students whose family members do not have a college degree. First-generation students go through the process of integration as the first in their family, This experience involves certain specific characteristics of the integration process, in both the academic and social spheres. This review summarizes the knowledge, mostly from foreign research, that addresses the problems of academic and social integration, and specifically that addresses the issue of firstgeneration university students. This text aims to answer the following questions: (1) What is the process of academic and social integration into university studies? (2) Who are first-generation university students, and why should we focus on this group of newcomers?, and (3) What specific characteristics affect the academic and social integration of first-generation university students? An analysis of the texts shows the attributes of first-generation college students that influence the process of their academic and social integration. These attributes are the socioeconomic status of the student and their family, personal identity and role conflict, and lack of experience with the tertiary education system. According to Cross, these individual factors influencing the entry process into tertiary study can be interpreted as institutional, situational, and dispositional barriers.
期刊介绍:
Studia Paedagogica publishes original papers on education, upbringing and learning from all spheres of social life. The papers are theoretical, but mainly empirical as the journal publishes research undertaken in the Czech Republic and abroad. The journal publishes only original research papers and is open to both experienced and early researchers. Early researchers can publish their papers in the section Emerging Researchers of the journal and are offered intensive editorial support. The journal is interdisciplinary - it covers current topics in educational research while at the same time providing scope for studies grounded in other social sciences. The journal publishes four issues per year, two issues are dedicated to general interest articles and are in Czech, two issues are on a single topic and are in English. Studia Paedagogica is a peer reviewed journal published by the Masaryk University. The executive editors are members of the staff of the Department of Educational Sciences and the editorial board comprises of international experts. The name of the journal is derived from the name of its predecessor, Studia minora facultatis philosophicae universitatis brunensis (Sborník prací filozofické fakulty brněnské univerzity), which was issued from 1996 to 2008. However, the tradition of the journal dates much further back as the pedagogical-psychological series of the journal was published even between 1966 to 1995.