逆潮流而动：成绩优异的工薪阶层女孩及其大学战略决策

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2024-02-28 DOI:10.1080/01425692.2024.2322711

Katherine Davey

引用次数: 0

摘要

本文以 16 名申请高收费大学的成绩优异的工薪阶层女孩的生活和教育史为基础，重新引发了关于 "代理 "在大学教育中的作用的讨论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Bucking the trend: high-achieving, working-class girls and their strategic university decision making

Based on the life and educational histories of sixteen high-achieving, working-class girls applying to high-tariff universities, this paper rekindles debates about the role of agency within the dec...

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

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.