Browsing by Subject "koulutusvalinta"

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  • Töyrylä, Marju (Helsingfors universitet, 2017)
    The aim of this study was to analyse how applicants applying for faculty of law and participating in a preparatory course while preparing for the entrance examination speak about the competition connected to the applying. The study focuses on discourses that are built when talking about the competition. The aim was also to study constructed discourses when talking about possibilities of succeeding in the competition in law school admission. Previous studies show that capitals have impact on one's educational choices. One of my aims was to construct understanding of what kind of meanings the cultural, the social and the economic capital get in the process of applying to a law school and participating in a preparatory course. There has been only little research about the role of preparatory courses in admission to higher education. The goal of this study was to fill this research gap and produce researched information about the role of preparatory courses. The qualitative research data consist of interviews with six law school applicants who took part in preparatory courses. The data was collected with a semi-structured interview. One of the interviews was a pair interview and four were individual interviews. The data was analysed with critical discourse-analytical approach The higher education applicants aim to make reasonable education choices when participating in the competition over study positions. The applicants assessed their own position and possibilities to succeed in the competition in relation to the other applicants. The preparatory course was constructed as a trump card that applicants could use to succeed in the competition. It was also produced as something that is self-evidently part of applying to law school. On the other hand preparatory course was constructed as something one could use to decrease the uncertainty caused by the competition.Based on the reasonable educational choice -discourse, the self-evidence -discourse, the imaginary competitor -discourse and the trump card -discourse one can argue that cultural, social and economic capital are constructed as meaningful factors in the competition of higher education. They create possibilities and limitations when participating in the competition over study positions in higher education.
  • Noori, Marianne (Helsingfors universitet, 2017)
    This thesis examines what five second-generation immigrants talk about their school choices and educational paths. Immigration-related concepts and theories and studies about young people's resources, educational paths, school success and school choices are as a theoretical framework. The study material is the interview data of five second-generation immigrants. The study material has been produced by Transition and education trajectories of the immigrant youth –research project. The material is read biographically. The biographical abstracts have been written about the second generation immigrants' interviews. The resources are searched from the abstracts. Research questions are: How second-generation immigrants talk about their educational paths and school choices as a part of their lifes? What kind of resources young people use when they make their school choices? Results have shown that, the more resources young people have, the better they can make their school choices. The support and opinions of family members are important for young people. Young people emphasize their own activity when making the school choices. The importance of the practical resources, as well as the resources of habit and practice, are emphasized in young people's speech. Also the resources of meaning and symbol can be found in their speech.
  • Nettamo, Samuriina (Helsingfors universitet, 2017)
    Koulutustaso ja osa koulutusaloistakin periytyvät Suomessa suhteellisen voimakkaasti ilmaisesta koulutuksesta huolimatta. Tutkielman tavoitteena on laadullisin menetelmien luoda ymmärrystä ylöspäin suuntautuvan sosiaalisen liikkuvuuden mekanismeista sekä hahmottaa mahdollisuuksien tasa-arvoa tukevia tekijöitä. Tutkielma luo kuvaa sellaisista elämäntapahtumista ja kokemuksista, joiden seurauksena ei-akateemisten perheiden lapset ovat päätyneet opiskelemaan yliopistossa. Tarkastelun kohteena ovat myös sellaiset tekijät, jotka kohderyhmä on kokenut vaikeuttavan yliopisto-opintojen toteutumista. Aineiston työlle muodostavat 282 vastausta tutkielmaa varten luotuun verkkokyselyyn. Tutkielmassa hyödynnetään elämänkulun merkittäviin tapahtumiin keskittyvää teoreettista viitekehystä. Teoreettiseen viitekehykseen perustuen työssä luodaan uusi käsite, ”mahdollisuuskokemukset”. Käsitteellä viitataan työssä sellaisiin elämänkululle merkityksellisiin hetkiin, ajanjaksoihin ja tapahtumakulkuihin, joissa kehittyy kokemus mahdollisuudesta opiskella yliopistossa. Analyysissä hyödynnetään narratiivista tutkimusotetta. Aineiston vastauksia tarkastellaan juonellisia tapahtumakulkuja sisältävinä tarinoina. Analyysi osoittaa, että aineiston kertomusten sisältämät elämäntapahtumat jäsentyvät neljään luokkaan niille tyypillisten ajallisten piirteiden ja mahdollisuuskokemusten kehittymiseen keskeisesti vaikuttaneiden tekijöiden perusteella. Nämä luokat voidaan sijoittaa tapahtumien ajallista luonnetta kuvaavalle janalle, jonka toisessa ääripäässä korostuu yksittäinen hetki ja toisessa ääripäässä jatkuvuus. Luokkien nimet – tapaus, reflektio, henkilöt ja minäarviot – kuvastavat mahdollisuuskokemusten kehittymiseen keskeisesti vaikuttaneita tekijöitä. Analyysi osoittaa, miten niin yksittäiset sattumanvaraisetkin hetket, kuin pidemmällä aikavälillä kumuloituvat tapahtumasarjat, muokkaavat koulutuspolkua. Aineiston kertomusten voidaan nähdä karkeasti jakautuvan kahteen ryhmään koulutuspolkujen johdonmukaisuuden perusteella. Toisessa ryhmässä akateeminen koulutuspolku on näyttäytynyt luontevana tai itsestään selvänä päämääränä usein jo lapsuudesta. Tämän ryhmän kertomuksissa korostuvat yliopisto-opintojen toteutumista tukevat resurssit: vanhempien tuki, oppimisille myönteinen kulttuurinen pääoma, sosiaaliset verkostot, kannustava ja innostava oppimisympäristö koulussa, myönteiset arviot itsestä oppijana sekä asuinalue pedagogisine eetoksineen elinympäristön luojana. Toisissa kertomuksissa yliopisto-opinnot ovat toteutuneet usein erilaisten työ- ja opiskelukokeilujen sekä sattumien myötä. Keskeisimmät tekijät, jotka olivat vaikeuttaneet yliopisto-opintojen näkemistä varteenotettavana vaihtoehtona, olivat kielteiset mielikuvat itsestä oppijana, vanhempien vähäinen tuki, kodin ammattikoulutusta arvostava ilmapiiri ja akateemisen maailman vieraus. Aineisto tuo esille, miten toisaalta yksilön toimijuus sekä toisaalta elinympäristön ehdot ohjaavat koulutuspolun muodostumista.
  • Aho, Janette (Helsingin yliopisto, 2017)
    Aims: This thesis examines how working-class mothers speak about their children's education, educational choices and their future. The aim of the study is to research discourses and subject positions that enable parents' agency. This thesis can be contextualized in the fields of sociology of education, cultural studies and the so-called new class studies. The theoretical background of the thesis draws from Pierre Bourdieu's studies on class and agency and from the feministic reformulations of his studies. Methods: The research data consisted of 9 theme interviews, which were collected in 2010 and 2011 as a part of Parents and School Choice- research project. The method used in the study was semiotic sociology analysis of transcribed interviews. The agency content was analysed with the help of Jyrki Jyrkämä's (2008) theory concerning modalities and Mustafa Emirbayer's & Ann Mische's concept of agency as a temporally embedded process of social engagement. Results: In Education as the basis for work life -discourse, working class mother hoped that basic education would help her child to acquire basic skills of citizenship and (work)life. School choices were based on practical matters. The purpose of education and examination was seen as a key to the work life. This discourse enabled the subject to position herself as an employee-citizen trusting Finnish elementary school. In Child's secure growth -discourse, the mother expected the basic education to support the child's socioemotional growth, and the school choices were made in order to preserve the familiar environment for the child. The child was hoped to continue their studies after the basic education and to be able to transition safely into the adulthood. This discourse offered for the user a protective mother –subject position. In Child's individual and autonomous choices -discourse, the mother expected the basic education to be individualized and correspond to the interests of the child. Child-centred school choice was based on the wish of the child. Education was seen as a way to create an individual career and a happy life. This discourse enabled the subject to position herself as a supporting parent and mother, who respects her child's self-determination. In Better for a child -discourse, the mother hoped that her child would receive challenging basic education and would be placed in a class with a motivated and positive learning environment. School choices were ambitious. Education was expected to provide a better life for the child than what their mother had had. This discourse enabled the subject to position herself as an ambitious mother and as a customer of education options. Conclusions: This study supports past observations according to which parents' school choices and young people's career choices are class-based phenomena. Nevertheless, the study also indicated how workingclass mothers' agency was multifaceted: they demonstrated both class-based habits and the ability to act differently from earlier models and to embrace influences from outside their own class. Working class mothers exploited three different and simultaneous agentic orientations: Ensuring the continuity of life oriented toward the past, An open view to enable oriented toward the present and Pursuing better oriented toward the future.