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The transmission of social status and dropping out from higher education
5-23Views:263The transmission of social status and dropping out from higher education. The sociology of intellectuals offers us a special approach to the phenomenon of dropout. The rate of students with lower parental educational level (’non-traditional students’) has been changed during the process of the expansion. These students have deficiencies in several fields and these deficiencies can rise the chance of drop-out. In the frame of „Social and institutional factors of student dropout in higher education” project (led by Prof. Gabriella Pusztai, OTKA project, no. 123847) a database was created in 2018 (N=605). The respondents were earlier students after the drop-out process. We tried to identify the features of the sociocultural background, the main factors of the drop-out and compare the patterns of the first generation intellectuals and students with intellectual background. Our empirical findings have showed that in the case of lower parental level the elements of compulsion seems to be more typical and voluntary withdrawal seems to be more frequent in the other case.
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Lemorzsolódás - Magyar tapasztalatok a szakiskolai képzés területén
103-124Views:147Az alacsony iskolai végzettséggel rendelkezők aránya továbbra is jelentős Magyarországon, ami nemcsak megnehezíti számukra a jelenlegi munkaerőpiacra való belépést, hanem hosszú távon tartósan kiszorulnak onnan. A növekedést kiváltó egyik leggyakoribb ok a lemorzsolódás. A megelőzés, mint meghatározó intézkedés választ adhat erre a problémára. A tanulmány a középiskolai lemorzsolódás kérdéskörére fókuszál kérdőíves felmérés és félig strukturált interjú módszereket alkalmazva. A tanulmány célja, hogy feltárja a szakképzésből való lemorzsolódás körülményeit, valamint a kompenzációs intézkedésekhez kapcsolódó eredményeket. A kutatás eredményei rámutatnak az iskola és a család jelentős hatására, beleértve a korábbi iskolai tapasztalatokat, a lakóhelyet és a munkaerő-piaci helyzetet. Az eredményekből levont következtetések gyakorlati módon foglalkoznak a témával, és lehetőséget adnak egy esetleges cselekvési terv kidolgozására a lemorzsolódás megelőzése érdekében.
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Freeloaders, anomic students, ritual persistent students and goal-oriented persistent students. Unusual risks in higher educational students’ dropout
45-62Views:162The question of our study is measuring the relationship between the risk of dropout and the belief in the usefulness of the higher educational certificate and the effort to obtain it. In our analysis, the student database of the HERD research (N=1295) was used. Four groups were identified by cluster analysis. 1) Among the anomic students (the group described with anomie), the level of belief the usefulness of the higher educational certificate and the effort toward that is the lowest while the risk of dropping out is the highest. 2) The ritual persistent (i.e. tenacious) students are able to make strong efforts but do not believe in the degree. Their diligence does not offer them the same level of protection against dropout as 3) the goal-oriented persistence which means that the student believes in the degree as well besides the diligence. 4) The freeloaders are less diligent, but aware of the value of the degree, offering them bigger protection than the disappointed diligence of the ritual persistent students. Among the target-oriented persistent group is higher the proportion of students who learnt in an elite secondary educational institution and who has a graduated householder, while among the ritual persistent group the proportion of those having priority admission points due to disadvantaged/cumulative disadvantaged (HH/HHH) position is higher.
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Educational situation picture of Roma residents living in shantytown conditions in North Great Plain Region
112-137Views:317In our study, we examine what kind of educational qualifications Roma residents living in shantytown conditions in a large city in Hungary have, what their motivation to learn is like and to what extent school dropout is typical among them. We can compare our research results with the national statistical data available only in a limited number, because the analysis of the Hungarian Central Statistical Office’s Microcensus 2016 data revealing ethnicity data is the last database on the subject under examination. The theoretical part of our paper covers the historical presentation of Roma participation in education, the background factors of school failure and dropout. We used univariate and multivariate analysis techniques to evaluate our research data. According to the analysis of the data, the proportion of Roma with vocational qualifications and certificate of baccalaureate among Roma living in the shantytown conditions examined is higher than in the 2016 national survey. Our data confirmed the sociological findings that the primary role of girls in Roma families is to contribute to family life, even at the detriment of learning, since fewer of the girls living in the shantytown continue their education than boys. According to our results, the respondents are aware that higher education is supposed to lead to find better jobs, but the responses reflect bad experiences and one third of the Roma in the shantytown believe that living in the shantytown is a disadvantage when trying to find a job.
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Discovering factors influencing study success of students with disabilities and learning difficulties in an interview study
31-44Views:294The focus of our research is on students with disabilities defined by the current National Higher Education Act in Hungary. The actuality of the topic is that after the millennium, due to the expansion of higher education, the above-mentioned students appeared at universities, but regulations dealing with their presence in Hungary were laid down as late as 2007. Earlier researches have studied the accessibility and inclusive practices of the institutions internationally and in Hungary, but only little attention has been paid to these students’ chances of acquisition and retention to higher education. Equal opportunities in higher education appear to be an important supporting factor in our research however, the overall social context of the individual has a great influence on successful entry and graduation. A further research opportunity, a deeper, more extensive quantitative study of the institutional presence of students with disabilities and the factors contributing to their learning success is emerging.
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The responsibility of higher education
24-30Views:117In our present work – based on Gabriella Pusztai, Veronika Bocsi, Tímea Ceglédi (2016, eds.): A felsőoktatás (hozzáadott) értéke [The value (added) in higher education] – we focus on the individual and institutional differences of effectiveness, and on the scope of efficiency of the institutions.
The volume published within the framework of the Higher education & Society book series of Center for Higher Education Research & Development (University of Debrecen, Hungary) focuses primarily on the comparative approach, complex approach, and methodological challenges of institutional impact, as well as the eclectic nature of the topic from a student and institutional perspective.