サポート校生徒と大学進学行動:―高校中退経験者の「前籍校の履歴現象効果」に着目して―  [in Japanese] Support School Students and Students' University Choices::Focusing on "the effect of past records in the previous enrolled school" of the students who have high school dropout experiences  [in Japanese]

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Author(s)

    • 内田 康弘 Uchida Yasuhiro
    • 名古屋大学大学院|日本学術振興会特別研究員 Graduate School, Nagoya University|Research Fellow of Japan Society for the Promotion of Science

Abstract

<p> 本稿の目的は,高校中退経験を持つ私立通信制高校サポート校(以下,サポート校)生徒の大学進学行動の事例に着目し,サポート校を経由した非直線的な大学進学行動(教育達成)の実態とその構造を明らかにすることである。そのため,本稿ではサポート校X学院V校生徒の大学進学行動に焦点を当て,「前籍校の履歴現象効果」という観点から分析を試みた。<BR> 本稿の主な知見は以下の3つである。第1に,高校中退経験を持つ生徒によるV校経由の大学進学行動の際,葛藤を経て離脱した前籍校という特性が,V校において残存効果を持ち,新たな仲間集団での相互作用を通じて大学進学アスピレーションの(再)加熱を支える独自の資源として機能していたこと。第2に,V校での進路指導場面においても前籍校という特性が機能し,スタッフは各生徒の前籍校の履歴現象効果を巧みに活用して志望大学のランクをそれぞれ調整し,V校の進路資源を傾斜的に配分しながら,生徒を皆「納得」させて大学進学へと導いていたこと。第3に,そうしたV校での学校経験を経て大学合格を達成した生徒たちには,高校中退経験そのものを各個人の描く「成功物語」獲得のための進路変更として積極的に捉え直すという自己再定義過程があったこと,である。<BR> これらの検討を通じて,サポート校が教育達成のためのオルタナティブ・トラックの一つとして機能している現状を明らかにするとともに,残された課題を考察した。</p>

<p>The aim of this paper is to reveal the reality and the structure of non-straight university choices of support school students from the "periphery" of the contemporary high school system, and to discuss the contemporary condition and problems about the function of support school as an alternative track for their educational attainment. There are no experimental studies regarding the university-bound career after graduation in cases where students have experienced high school dropout, and this has not been studied systematically. I therefore focused on a case study of a support school, which students who have experienced high school dropout attend after their dropout experience. I conducted fieldwork at V support school, focusing on the students' university choices, and attempted to analyze the relation between students' high school dropout and university choice from the point of view of "the effect of past records in the previous enrolled school" of support school students.<BR><BR>The results of this paper are as follows. As first, school-age V support school students who could not be helped regarding the experience of high school dropout, decided to enter themselves for the alternative track for university choice by enrolling in V support school. They then (re)warmed up their university choice aspirations through an ironical interactive process with their peer group, using "the effect of past records in the previous enrolled school" subconsciously. Second, V support school staff also used "the effect of past records in the previous enrolled school" for their career guidance, and combined V support school's career resources with reliance upon priority allocation. They categorized students' previous enrolled schools as schools from which the university choice would had been expected or not, and adjusted the rank of the university of students' first choice according to the differences. As a result, all the students got through the university entrance examinations with satisfaction. Third, students who achieved the university-bound track reevaluated their high school dropout experiences positively as career-modification for attainment of their individual "success stories." This self-redefinition process is one of the particular models at the schools attended by students who have experienced high school dropout.<BR><BR>In addition to above results, this paper also pointed out one problem to be solved. Support schools should immediately expand their career resources for students in order to make it possible to "(re)warm-up" their university choice aspirations, not only to adjust the rank of the university of the students' first choice. Through this process, support schools, which are one kind of school or educational system located on the "periphery" of the contemporary high school system, can establish an alternative track for university choice for the students who have experienced high school dropout, and secure their educational attainment after their high school dropout experiences.</p>

Journal

  • The Journal of Educational Sociology

    The Journal of Educational Sociology 98(0), 197-217, 2016

    THE JAPAN SOCIETY OF EDUCATIONAL SOCIOLOGY

Codes

  • NII Article ID (NAID)
    130006906320
  • Text Lang
    JPN
  • ISSN
    0387-3145
  • Data Source
    J-STAGE 
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