公立研究型大学本科生的学术社会化:与文化资本相关的学生体验变化

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
C. Caregnato, Bernardo Sfredo Miorando, Julio Cesar Baldasso
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引用次数: 0

摘要

本文探讨了在这一过程的一组可能组成部分中,哪些因素促成了学术社会化。该主题是在巴西公立大学的学生受众扩大和多样化的背景下设定的,超出了具有高文化资本的社会群体。为了分析大学生的学术社会化,本文编制了一个量表,该量表由以下几个部分组成:学术活动在学生体验中的优先级;学习评价;以及学生表达的困难。还分析了上下文变量。这是一项探索性研究,采用定量方法,采用描述性分析,分析平均值比较和相关性。所分析的数据来自于2021年在南巴西格兰德州联邦大学本科生中进行的一项调查的1185份回复。结果表明,参加课外学术活动的学生具有更强的学术社会化。结合最近的社会学文献,有一些与文化资本的传统指标相关的高度学术社会化的案例。然而,其他的训练经验,如课外研究项目,推广和教学学徒,也显示出更高的学术社会化强度。数据解释表明,机构对这些项目的投资以及与学生开发的各种形式的文化资本的对话可能会产生更好的大学体验成果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Undergraduate students’ academic socialization at a public research university: variations of student experience in relation to cultural capital
ABSTRACT This article explores which factors contribute to academic socialization among a group of possible components of this process. The topic is set in the context of expansion and diversification of student audiences in Brazilian public universities beyond social groups with high cultural capital. To analyze the academic socialization of university students, a scale was elaborated, composed of sections covering: academic activities prioritized in the student experience; valuation of learning; and difficulties expressed by students. Context variables were also analyzed. This is an exploratory study, with a quantitative approach that employs descriptive analyses, analyzing mean comparisons and correlations. The analyzed data were obtained from 1,185 responses to a survey applied in 2021 among undergraduate students at the Federal University of Rio Grande do Sul. The results indicate a more intense academic socialization among students who participated in extracurricular academic programs. Converging with recent sociological literature, there are cases of high academic socialization related to traditional indicators of cultural capital. However, other training experiences available to students of unprivileged social origins, such as extracurricular programs of research, extension, and teaching apprenticeship, were shown to also lead to higher intensity of academic socialization. Data interpretation suggests that institutional investment in such programs and in the dialogue with the various forms of cultural capital developed by the students may produce better fruition of the university experience.
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来源期刊
Educar em Revista
Educar em Revista EDUCATION & EDUCATIONAL RESEARCH-
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