Support School Students and Students’ University Choices:

DOI Web Site 1 Citations 6 References
  • Uchida Yasuhiro
    Graduate School, Nagoya University Research Fellow of Japan Society for the Promotion of Science

Bibliographic Information

Other Title
  • 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―
  • Focusing on “the effect of past records in the previous enrolled school” of the students who have high school dropout experiences

Abstract

<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

Citations (1)*help

See more

References(6)*help

See more

Keywords

Details 詳細情報について

Report a problem

Back to top