Formation of identity and individualisation among undergraduate law students (original) (raw)
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Abstract: In the structured environment of secondary school, young people are often supported by teachers to get involved in causes relating to international aid and development. Beyond school there is often less structure to these causes and the new environment may result in a reassessment of understandings of personal and collective social action. This article draws upon a pilot study that explored how young people conceptualised social action in this time of transition into higher education, post-school. IIt shows how this transition led to a heightened reflexivity about young people’s citizenship identities now that they had to craft them by themselves – often leading to more critical and reflective citizenship actions What is salient for non-governmental organisations (NGOs) interested in maintaining relationships with young people is that as they mature beyond school, they may be rethinking their role within the development sector. Social action may start to mean more than fundraising and short-term projects and may include a deeper and more holistic approach to being a global citizen.
Journal of Curriculum Theorizing, 2011
VER OUR CAREERS, we have been involved in student, faculty, administrative, and staff roles in multiple types of postsecondary institutions. In the different contexts of our work, we have witnessed shifts in the discourses that shape academic and fiscal discussions in higher education. These shifts mirror the "academic capitalism" that Slaughter and Rhoades (2009) describe in their analysis of academic cultures and priorities, and illustrate a tension between academic and market or financial priorities. More specifically, many people making decisions in tertiary education are torn between, on the one hand, holding tightly to their missions and, on the other, maximizing revenue and reframing institutional effectiveness as doing more with less. Clearly, both considerations are important, and recent changes in state support have increased the complexity of the discussion. It is important to recognize, though, that the emphasis on one side or the other makes a difference in determining students' experiences in our institutions. In a recent committee discussion about the organization of graduate education at one of our institutions, a senior administrator suggested that the committee's decisions were important but that, if we were wrong, "the market will sort it all out." The increasing reliance on business partnerships, the marketplace as a decision-maker, and transactional approaches to education that underlies this administrator's statement raises questions about the changing roles of education in society. With this article we ask readers to consider the effects of such shifts on students. The relationships between institutions and students can be characterized in many ways. For example, as in the era of in loco parentis in the United States (U. S.), institutions could be expected to perform parental roles for their students. Institutions can also consider themselves as providing a developmental role, helping students to grow either holistically or in particular ways to become ready for the next phases of their lives. Institutions can also characterize their students as
A creative approach to exploring student identity
This paper attempts, through a critique of academic discourses about learning, identity and work, to reinforce the need for students to position their learning in relation to creatively exploring the future. This aim is first addressed by way of an overview of the research undertaken thus far, including some of the emergent themes. Then the article presents the context with an overview of work and employment in Australia. This is followed with a discussion of employability and career development. The article concludes by considering what this means for developing self-concept among university students, the potential for possible selves and creativity to play an important role, and the value of incorporating identity development within existing courses.
Student Voice In 'the Transition to University'Problem
assaf.org.za
There is a long and ongoing concern for students moving into higher education for the first time. We locate our study in the discussion of perceptions of students as underprepared for university studies. In the context of this discussion our students are highly successful school leavers, who meet stringent entry requirements. Yet at the end of 2009 about 25% of the students were excluded from continuing with their studies for not meeting minimum academic requirements, and indications are that an additional 20-30% of the same cohort is potentially facing exclusion at the end of 2010. The pass rate on the first semester mathematics course in 2010 is 47%, indicating potentially a similar disaster for this year's intake.
Transformation or Transgression? Institutional Habitus andWorking Class Student Identity
Journal of Social Sciences, 2012
Problem statement: Whilst evidence continues to highlight disparity in Higher Education (HE) participation rates across social groups, there continues to be small numbers of young people from social groups 4-7 choosing to go to university. However, university experience varies across the different social groups and differing social positions appear to influence the higher education institution students apply to and secure places in. Whilst this raises questions concerning the potential for social mobility, it also points to issues concerning how young people, who are first generation students, cope with the emerging theoretical distance between themselves and their families, once they begin to embrace university life (an issue that can negatively impact on student retention and achievement). A body of literature deals with such issues within institutions that are considered to be elite, but there is little that focuses specifically on students within post-1992 institutions-institutions that tend to be viewed as less prestigious. Approach: This research attempts to fill this apparent gap by exploring the ways in which first generation students within a post-1992 institution understand and explain their identity transformation as they progress through their undergraduate programme. A qualitative approach was used to gather data. A questionnaire was administered to a Year 1 undergraduate cohort (comprising 120 students) in a post-1992 institution. This approach was used to establish a sample of first generation students. All students who identified themselves as first generation students were emailed and invited to take part in the research. Semi-structured interviews with 10 students took place. Results: Results would suggest that when students continue to live at home whilst studying, their identity transformation or transgression from a family based habitus is not as pronounced as for students who leave home and live on campus. Conclusion/Recommendations: This research has potential to inform H.E policy on transition processes and retention and contributes to a recognition beginning in the literature that not all first generation students see higher education as transgression.
Exploring Experiences of Identity Formation amongst Young Students
The study seeks to understand how expectations and pressures from middle class families particularly parents influence the identities of the young generation. It has been observed that expectations of parents residing in Anushaktinagar, Mumbai with respect to the academic performances of their children are very high. It is also observed that adolescents and youth in this society are experiencing diverse challenges on an everyday basis through the friendship groups they develop, their usage of the internet (particularly for social networking) and wider urban cultural influences on their lifestyles. Along with the parents, socio cultural, psychosocial and social perspective all of it works when we talk about identity formation.