Restrictions into Opportunities: How Boundaries in the Life Course Can Shape Educational Pathways

Autor/inn/en	ahmed Shafi, Adeela; Rose, Jo
Titel	Restrictions into Opportunities: How Boundaries in the Life Course Can Shape Educational Pathways
Quelle	In: Research in Post-Compulsory Education, 19 (2014) 2, S.212-229 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-6748
DOI	10.1080/13596748.2014.897514
Schlagwörter	Adult Education; Females; Reentry Students; Adult Students; Decision Making; Semi Structured Interviews; Student Attitudes; Student Motivation; Educational Experience; Barriers; Opportunities; Individual Development; Planning; Foreign Countries; Learner Engagement; Empowerment; Self Esteem; United Kingdom (England) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Weibliches Geschlecht; Zweiter Bildungsweg; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Decision-making; Entscheidungsfindung; Schülerverhalten; Schulische Motivation; Bildungserfahrung; Möglichkeit; Individuelle Entwicklung; Ablaufplanung; Planungsprozess; Ausland; Self-esteem; Selbstaufmerksamkeit
Abstract	This study explores relationships between experiences in initial education, subsequent life experiences/opportunities and the decision to return to education later in life. Semi-structured interviews with seven female returners to education, focused initially upon the women's perceptions of their aspirations and motivations at various ages, how these related to the choices they felt they had available to them at different points in time, and their sense of agency. Subsequently, the interviewees considered the relationship between early educational experiences, post-school experiences, and their current choices. Thematic analysis of the interview transcripts led to the identification of four main themes: restrictions, opportunities, personal development, and an underlying theme of planning. Consideration of the relationships between these themes led to the conclusion that it was life experiences rather than initial education that both motivated and empowered the interviewees to take advantage of opportunities for higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10