99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
What do You Want to Be? Preliminary Findings from a Study of Diverse Primary School Children’s Career Aspirations, Including Teaching.
Kaitlin Kaufman, Elaine Keane
University of Galway, Ireland
Presenting Author: Kaufman, Kaitlin
The constructivist grounded theory (CGT) study upon which this paper draws explores the career aspirations of senior (aged 10-13) primary school pupils from different social class backgrounds, including in relation to teaching as a career, in two school environments, one a designated disadvantaged school (hereafter, Chester school) and one non-disadvantaged school (hereafter, Duke school) in the west of Ireland. Our focus is an exploration and comparison of Irish pupils’ perspectives about their futures, with particular reference to their views about progressing to higher education (HE), considering various careers, including teaching, and their views about diversity, or the lack thereof, amongst the teaching profession. An underlying objective is to ascertain the role of social class, and any other relevant socio-demographic factors, in influencing their aspirations.
Research in the UK points to the over-representation of higher social classes in more ‘prestigious’ professions, including law, medicine, and veterinary studies (Macmillan, Tyler and Vignoles 2015), even when controlling for university qualifications (cf. Freidman and Laurison 2019). Research in Canada (Andres and Adamuti-Trache 2008) and the USA (Fang and Tilsik 2022) demonstrate strong links between social class background and degrees of occupational prestige. In Ireland, class (and other) disparities in relation to HE access, and, to an extent, different professions, are tracked by the Higher Education Authority (HEA). Despite the work related to National Access Plans (cf. HEA 2015) and institutions’ widening participation activities, those from lower socio-economic groups remain under-represented in HE (HEA 2022) and in teaching (Keane and Heinz 2015; Heinz and Keane 2018). The rationale for diversifying the teaching profession has been premised on two grounds, a) an equity of access perspective, in that opportunities are provided to those who wish to become teachers but who may otherwise encounter barriers, and b) the significant benefits that accrue to both minority and majority groups of having a more diverse teaching population (cf. Childs et al. 2011; Goodwin and Keane 2023).
What is missing from the literature is the voices of children about future aspirations, particularly it is in childhood and adolescence that occupational aspirations develop (Helwig 2001, 2021; Schultheiss 2005). We know relatively little about children’s reasons for considering (or not) various careers, specifically teaching, or how such reasons compare for those from different social class backgrounds. Of the small amount of research conducted, it has been found that children in less disadvantaged schools are more likely to consider more prestigious professions (Chambers et al. 2018; Connolly and Healy 2004), with those from more disadvantaged backgrounds more likely to identify aspirations for careers such as hairdressing, retail, or nursing (Chambers et al. 2018; Fuller 2009), including in Ireland (cf. Olsthoorn 2019), and to highlight the role of locality in mediating career perspectives, with those from lower socio-economic groups preferring ‘working class’ positions near home (Connolly and Healy 2004). While such research suggests a link between children’s career aspirations and social class, we do not know children’s reasons for considering or not considering certain careers, specifically teaching, or how these reasons compare for those from different class backgrounds. In this context, the study upon which this paper draws, utilising constructivist grounded theory (Charmaz, 2000, 2006, 2014) (CGT), aims to examine and develop a substantive theory about the perspectives and experiences of senior primary school pupils about their future aspirations in terms of progressing to HE and various careers, including teaching.
Methodology, Methods, Research Instruments or Sources UsedThis in-depth qualitative study employs Constructivist Grounded Theory (CGT) (Charmaz, 2000, 2006, 2014) as a methodology to develop a substantive theory about the experiences and perspectives of senior primary school pupils from diverse social class backgrounds regarding their higher education and career aspirations, particularly in relation to teaching. Two primary schools were selected for the study based on the socio-demographic profile of their student populations, one disadvantaged and one non-disadvantaged. Data generation commenced with four 45-minute focus groups, with a total of 19 participants, in school 1 (‘Duke school’), the non-disadvantaged school, broadly exploring pupils’ educational experiences and aspirations for the future, including teaching as a potential career. The focus groups were transcribed and coded following completion, with some amendments to the interview schedule as we went along. Following a full analysis of the four transcripts, provisional categories were constructed and reviewed to identify questions and ‘gaps’ in preparation for theoretical sampling in school 2 (‘Chester school’), the disadvantaged school. The next round of focus groups consisted of seven 45-minute focus groups with 28 participants. Coding and analysis followed the same approach as the previous stage, resulting in an updated set of provisional categories developed and key questions and gaps identified for the following theoretical sampling stage. Next, individual interviews commenced in Duke school with 13 participants, each lasting about 30 minutes, focused on further expanding on the provisional categories and filling gaps in the emerging analytic frame. Following the transcription and coding of an individual interview, some amendments were made to the interview schedule as we went along. As before, an updated set of provisional categories resulted from the formal analysis of these interviews, with more questions and gaps identified for the final round of theoretical sampling, which involved individual interviews, also of about 30 minutes in duration, with 10 participants in Chester school. Following the analysis of these final interviews, the final categories were devised and finalised through various iterations of refinement. Reflective journaling and critical analytic memoing were conducted throughout the above stages of data generation and analysis to adhere to the framework set out by the CGT methodology, which greatly facilitated the development of the overall conceptual theory which is still being refined.
Conclusions, Expected Outcomes or FindingsAt the time of writing, the categories for this study are: 1) Family Funnelling, 2) You can be what you want to be, but..., and 3) Anyone can be a teacher, but some don’t, and others won’t; with the overall conceptual theory still being established. However, while the overall theory and relationships therein are still being finalised and they are only treated in summary form here given that this paper is focused on the first category listed here: ‘Family Funnelling’. Thus, in this paper we examine this emerging category relating to the children’s career aspirations, focusing on the influence family background has on respective career choices, and how these perspectives were mediated by social class and ethnicity. In this regard, we examine participants' perceived levels of support from parents, and how this support results, or not, in choosing career aspirations similar to parent occupation. Following this, we consider participants’ understanding of respective career paths, as well as plans for higher education, and how these were influenced by social class and ethnicity. Lastly, we discuss how participants in this study were differentially prioritizing for the future depending on their social class or ethnic backgrounds. While this study takes place in Ireland, we also interrogate these early emerging findings in the context of international previous research and theory relating to diversifying the teaching profession, and social class and ethnicity in education more generally, and consider implications for policy, practice, and future research
ReferencesAndres, L. and Adamuti-Trache, M. (2008) Life-course transitions, social class, and gender: A 15-year perspective of the lived lives of Canadian young adults. Journal of youth studies, 11(2), pp.115-145.
Chambers, N., Kashefpakdel, E.T., Rehill, J. and Percy, C. (2018) Drawing the future: Exploring the career aspirations of primary school children from around the world. London: Education and Employers.
Charmaz, K. (2000) Grounded theory: Objectivist and constructivist methods. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 509–535). Thousand Oaks, CA: Sage.
Charmaz, K. (2006) Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.
Charmaz, K. (2014) Constructing grounded theory (2nd ed). London: Sage.
Childs, R. A., Broad, K., Gallagher-Mackay, K., Sher, Y., Escayg, K., and McGrath, C. (2011) Pursuing Equity in and through Teacher Education Program Admissions. Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas. 19(1), pp. 1-22.
Connolly, P. and Healy, J. (2004) Symbolic violence, locality and social class: the educational and career aspirations of 10-11-year-old boys in Belfast. Pedagogy, Culture and Society, 12(1), pp.15-33.
Fang, R.T. and Tilcsik, A. (2022) Prosocial occupations, work autonomy, and the origins of the social class pay gap. Academy of Management Journal, 65(3), pp.903-929.
Friedman, S., & Laurison, D. (2020). The Class Ceiling: Why it Pays to be Privileged. Policy Press.
Fuller, C. (2009) Sociology, gender and educational aspirations: Girls and their ambitions. A&C Black
Goodwin, D. (2020) Social class and ‘becoming’ a post-primary teacher in Ireland: Imagining, investing, and sinking, swimming, or sailing in ITE and into the profession. Unpublished thesis (PhD), National University of Ireland Galway.
Heinz, M. and Keane, E. (2018) Socio-demographic composition of primary initial teacher education entrants in Ireland. Irish Educational Studies, 37(4), pp.523-543.
Higher Education Authority (HEA) (2015) Key Facts and Figures 2013–2014. Dublin: HEA.
Higher Education Authority (HEA) (2022) National Access Plan: A strategic plan for equity of access, participation and success in Higher Education 2022-2028. Dublin: HEA
Keane, E. and Heinz, M. (2015) Diversity in initial teacher education in Ireland: The socio-demographic backgrounds of postgraduate post-primary entrants in 2013 and 2014. Irish Educational Studies, 34(3), pp.281-301.
Macmillan, L., Tyler, C. and Vignoles, A. (2015) Who gets the top jobs? The role of family background and networks in recent graduates’ access to high-status professions. Journal of Social Policy, 44(3), pp.487-515.
Olsthoorn, A. (2020) An examination of the career aspirations of Irish children within the framework of goal contents theory.
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Voices for Education in Uncertain Times: The Transformative Role of Education Coalitions toward Right to Education
Zain Ul Abidin
University of Glasgow, UK
Presenting Author: Abidin, Zain Ul
This empirical research critically examines the instrumental role of direct action within the landscape of education, with a specific emphasis on education coalitions and their corresponding strategies for advocating the right to education. It provides an in-depth analysis of the mechanisms through which education coalitions harness the power of direct action to instigate meaningful reform and foster education systems that embody the principles of inclusivity and equity. The research centers on the Pakistan Coalition for Education (PCE), a primary advocate for accessible education in a turbulent landscape. As Pakistan's leading education coalition, PCE collaborates with the Global Campaign for Education (GCE), striving to uphold education as a fundamental human right. Employing Whole Network Analysis, the study offers a comprehensive illustration of the intricate dynamics within education coalitions. The study's focus on PCE underscores its pivotal role at international, national, and local levels, combating neoliberal tendencies towards privatization and championing the cause of free, high-quality public education for all.
Theoretical Framework: The research is guided by a holistic theoretical framework, drawing from seminal works in education advocacy. It incorporates Cortina & Lafuente's (2018) insights on Civil Society Organizations (CSOs) and their cooperative frameworks, essential for understanding the collaborative dynamics in Pakistan's education coalitions. Verger and Novelli's (2010) exploration of education coalition action repertoires provides a spectrum of strategies crucial for this study, ranging from direct engagements with decision-makers to large-scale public awareness campaigns. Arvidson et al.'s (2018) work on the evolving nature of insider and outsider advocacy strategies, especially in the digital age, informs the study's exploration of modern advocacy tactics, including the role of social media. This framework aims to capture the breadth and depth of activities undertaken by education coalitions in Pakistan, discerning strategies that are most effective in this unique socio-political context.
By integrating insights from these research works with Pakistani realities, the study develops a comprehensive understanding of the role of education coalitions. The overarching aim is to set a solid theoretical foundation for a detailed empirical examination of these coalitions, ensuring relevance and applicability to the Pakistani milieu. The narratives of coalition members, policymakers, and civil society leaders are expected to bring theoretical constructs to life, making this study a reflection of the aspirations and challenges in promoting education rights in Pakistan.
Methodology, Methods, Research Instruments or Sources UsedThis research adopts a mixed-methods approach, incorporating a broad spectrum of data sources to construct a comprehensive and nuanced view of the subject matter. These sources include pivotal education coalition documents such as mission statements, annual reports, policy briefs, and meeting minutes, as well as social media handles, which illuminate the coalition's objectives, strategic approaches, collaborative activities, and policy stances. Central to this approach is the use of Social Network Analysis (SNA) to map and analyze the intricate network of relationships and interactions among coalition members. This method is crucial for understanding the dynamics of coalition advocacy and for identifying key influencers and patterns of collaboration within the education sector.
In addition to SNA, the study harnesses the insights gained from Key Informant Interviews (KIIs) with coalition members. These interviews provide firsthand narratives of their experiences, elucidating their strategies and perspectives in advocating for education rights. To further deepen the understanding of these dynamics, the research also involves Focus Group Discussions (FGDs) with PCE members and associate members. These discussions offer a platform for a more interactive and detailed exploration of their collective experiences, challenges, and advocacy strategies used in the field. Crucially, the study also examines the role of social media as a vital tool in the coalition's strategy. The research investigates how PCE leverages these platforms to amplify its message, engage with a broader audience, and create a more resilient and interconnected network of advocates for educational reform.
Conclusions, Expected Outcomes or FindingsThis investigation significantly contributes to educational discourse by highlighting the central role of direct action in education, especially in contexts of uncertainty. The findings emphasize the importance of collaborative networks, effective communication, and evidence-based advocacy as catalysts for advancing inclusive and equitable education systems. These insights are particularly valuable for policymakers, researchers, and practitioners, offering guidance in promoting education justice in challenging times.
In conclusion, the study not only underscores the transformative potential of education coalitions in the landscape of protest-driven educational reform but also resonates with the ECER 2024 theme by exemplifying the role of educational research in fostering hope and resilience amidst global challenges. By employing a robust theoretical and methodological framework, the study emphasizes the significance of direct action as a powerful tool for generating momentum and facilitating positive change in education, illuminating effective strategies for fostering globally inclusive and equitable education systems.
ReferencesCortina, R., & Lafuente, C. (Eds.). (2018). Civil Society Organizations in Latin American Education: Case Studies and Perspectives on Advocacy (1st ed.). Routledge. https://doi.org/10.4324/9781315104874
Verger, A., & Novelli, M. (Eds.). (2012). Campaigning for “Education for All”: Histories, strategies and outcomes of transnational advocacy coalitions in education. Springer Science & Business Media.
Arvidson, M., Johansson, H., Meeuwisse, A., & Scaramuzzino, R. (2018). A Swedish culture of advocacy? Civil society organisations' strategies for political influence. Sociologisk Forskning, 341-364.
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