Aspiring to Higher Education: Micro-Practices, Horizons and Social Class Reproduction in Chile

Autor/in	Palma-Amestoy, Carlos
Titel	Aspiring to Higher Education: Micro-Practices, Horizons and Social Class Reproduction in Chile
Quelle	In: British Journal of Sociology of Education, 43 (2022) 7, S.1135-1152 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Palma-Amestoy, Carlos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2022.2112657
Schlagwörter	Higher Education; Academic Aspiration; Access to Education; Educational Theories; Student Attitudes; Secondary School Students; Foreign Countries; Decision Making; Social Class; Social Differences; Metropolitan Areas; Chile + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Educational theory; Theory of education; Bildungstheorie; Schülerverhalten; Sekundarschüler; Ausland; Decision-making; Entscheidungsfindung; Social classes; Soziale Klasse; Sozialer Unterschied; Ballungsraum
Abstract	This paper examines how pupils' aspirations towards higher education (HE) are shaped and reinforced in Chile. Drawing on Pierre Bourdieu's theoretical framework and building on relevant scholarship focussed on HE decision-making and choices, it introduces two dual-headed conceptual tools which allow a grasp of relevant differences between social classes: firstly, "channelling micro-practices" and "pushing micro-practices"; and secondly, "horizons of reference" and "horizons of potentialities." Through analysing forty-six semi-structured qualitative interviews with pupils from thirteen different secondary schools, this study shows that HE aspirations in the dominant class are experienced as the natural pathway towards university; in the intermediate class, the possibility of HE is taken as a demand of society; while for those in dominated positions, aspirations are rather influenced by uncertainties regarding the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01