英国有护理经验的毕业生的研究生过渡模式

IF 1.8 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Z. Baker, N. Harrison, J. Stevenson, P. Wakeling
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引用次数: 5

摘要

那些在儿童时期接受过国家护理的人,因此是“有护理经验的”,他们的生活机会比一般人群要低。虽然我们知道有护理经验的年轻人在国内和国际高等教育中的代表性明显不足,但他们在研究生水平学习方面的进展却鲜为人知。利用来自全国高等教育毕业生目的地(DLHE)调查的数据,本文探讨了英国有护理经验的毕业生的研究生发展模式。研究生学历可以带来很多好处,了解这一点很重要;对于那些有护理经验的人来说,这些好处尤其具有变革性——减轻了他们的背景劣势。作者的数据呈现出一幅积极的图景,表明有护理经验的毕业生成功获得并完成本科学位的可能性明显高于没有护理经验的毕业生。我们对这些发现提出了解释,并对实践提出了建议,以在这些发展模式中建立进一步的平等。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Patterns of postgraduate transitions amongst care-experienced graduates in the United Kingdom
ABSTRACT Those who have spent time in state care as children, and are therefore ‘care-experienced’, are known to have lower life chances than the general population. While we know that care-experienced young people are significantly underrepresented in Higher Education nationally and internationally, little is known about their progression to postgraduate level study. Using data from the national Destinations of Leavers from Higher Education (DLHE) survey, this paper explores patterns of postgraduate progression for care-experienced graduates in the United Kingdom. As postgraduate qualifications have been found to provide numerous benefits, this is important to understand; these benefits could be particularly transformative for those with care experience – mitigating their background disadvantages. The authors’ data present a positive picture, showing that care-experienced graduates who successfully access and complete an undergraduate degree are significantly more likely to progress to postgraduate study than non-care-experienced graduates. We propose explanations for these findings, and make recommendations for practice to establish further equality in these patterns of progression.
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来源期刊
Cambridge Journal of Education
Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
4.30%
发文量
35
期刊介绍: Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.
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