Views on student identity Sample Clauses

Views on student identity. There is a need to better understand how identity formation takes place in post-16 education and to use this understanding to improve educational outcomes for young people. This need stems from particular structural failings and inequalities that characterise the post-16 setting where many young people leave school without a clear idea of what they want to be and do in life, seen in the significant number of NEETs (Xxxxx et al. 2011), an increasing university dropout rate (HESA 2016), and a shrinking youth labour market (Wolf 2011). Research shows issues of post-adolescence govern student identities (Xxxxxxx et al. 2001) and there is a reluctance to engage with adulthood (Ball et al. 1999). As it was argued in the Introduction, we might aver that education policy suffers from a particular pathology: overlooking the reasons why young people might enact their own social exclusion (Xxxxxx at al. 2003), struggle to accumulate identity capital (Côté 2002; 2006), and resist commitments associated with emerging adulthood (Xxxxxx, 2007). A considerable amount of research across various fields has considered the relationship between identity and education. In social studies, social context is generally regarded as essential to understanding education policy and practice (Xxxxxxx and Xxxxx 2009). Research typically places emphasis on how student identity impacts on educational success (See: Xxxx 1998; Xxx 2001; Xxxxxxx 2003) or teaching and learning capabilities (Xxxxxxx-Xxxxx 2009). Social justice concerns surrounding educational participation have been approached in terms of student social identities such as race, class or gender (Xxxxxx 2003; Xxxx 2001; Xxxxxx 2001). In addition to thinking about the relevance of social context on educational participation, research has considered how personal identity is shaped by educational contexts. For example, situated perspectives place importance on understanding the environmental and cultural contexts that shape ‘learner identities’ (Xxxx et al. 1999). Here, learning is a process of participation that takes place in communities of practice (Wenger 1998) and these situated perspectives are closely aligned with psychosocial approaches to youth development, particularly Bronfenbrenner’s ecological model of human development (1973, 2006), which has itself been applied to educational contexts (Xxxxxxx and Spours 2013; Xxxxxx-Xxxxxxxxx 2008; Xxxxx 2010). The social aspect of student identity development, and specifically the r...