Invited Commentary: Societal Constraints and Individual Agency: Navigating Educational Transitions for Upward Mobility.
This article discusses three empirical studies of the role of individual agency in educational transitions in the conceptual framework of the motivational theory of lifespan development that integrates life-course sociological and life-span psychological perspectives. The educational systems in the...
| Published in: | Journal of Youth & Adolescence Vol. 50; no. 3; pp. 437 - 446 |
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| Format: | Editorial |
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Springer Nature
Mar2021
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=149027352&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 149027352 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00472891 JYA jtl: Journal of Youth & Adolescence issn: 00472891 maglogo: N pubinfo: dt: Mar2021 vid: 50 iid: 3 pid: 237 pub: Springer Nature artinfo: ui: 149027352 10.1007/s10964-020-01311-0 ppf: 437 ppct: 9 formats: fmt: @attributes: type: P size: 488KB tig: atl: Invited Commentary: Societal Constraints and Individual Agency: Navigating Educational Transitions for Upward Mobility. aug: au: Heckhausen, Jutta affil: University of California, Irvine, CA, USA su: Upward mobility (Social sciences) Motivation (Psychology) Experience Agency theory Transitional programs (Education) sug: subj: Upward mobility (Social sciences) Motivation (Psychology) Experience Agency theory Transitional programs (Education) keyword: Agency Comparisons between US, UK and Switzerland Educational transitions Motivation Agency Comparisons between US, UK and Switzerland Educational transitions Motivation ab: This article discusses three empirical studies of the role of individual agency in educational transitions in the conceptual framework of the motivational theory of lifespan development that integrates life-course sociological and life-span psychological perspectives. The educational systems in the U.K., the US, and Switzerland set up specific opportunities and constraints in their primary to secondary and secondary to tertiary educational tracks. Individual agency plays out in different ways in these country- and transition-specific fields of action and accordingly enables or hinders individual youths' upward mobility. Early transitions into segregated secondary school systems are dominated by the influence of teachers and parents and tend to maintain social inequality. Later transitions into tertiary education are more open to individual agency that can substantially contribute to overcoming social inequalities in college admission. Finally, once enrolled in university, students have comparatively better opportunities to overcome disadvantages of their parents' socio-economic status and educational background. pubtype: Academic Journal doctype: Editorial src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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