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dc.contributor.authorStenseth, Anna-Maria Helena
dc.contributor.authorBæck, Unn-Doris K.
dc.date.accessioned2021-12-06T12:33:47Z
dc.date.available2021-12-06T12:33:47Z
dc.date.issued2021-04-26
dc.description.abstractThis study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Archer’s framework is used to analyse how pupils’ agency is constrained and/or enabled by objective structures. The data material consists of qualitative interviews with 18 pupils transitioning from lower to upper secondary school in Norway. Each of the pupils was interviewed twice: first when they were in their last year of lower secondary education, and then during their first year of upper secondary education. The findings show that pupils consider geographical locations when making decisions about further education and work. In addition, they believe that education beyond compulsory schooling benefits their life in the rural areas. However, unlike their urban counterparts, pupils from rural areas appear to have a more constraining transition to upper secondary education. Through the analyses in this article, it becomes clear that both geographical location and gender are key factors for understanding processes connected to education.en_US
dc.identifier.citationStenseth, Bæck. Being Able to Stay or Learning to Stay: A Study of Rural Boys’ Educational Orientations and Transitions. Journal of Applied Youth Studies (JAYS). 2021en_US
dc.identifier.cristinIDFRIDAID 1955772
dc.identifier.doi10.1007/s43151-021-00038-4
dc.identifier.issn2204-9193
dc.identifier.issn2204-9207
dc.identifier.urihttps://hdl.handle.net/10037/23291
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.relation.ispartofStenseth, A.-M. (2022). Rural Pupils Making their Way through the Norwegian Education System: Enablements, Constraints and Agency in a Northern Norwegian Context. (Doctoral thesis). <a href=https://hdl.handle.net/10037/24190>https://hdl.handle.net/10037/24190</a>
dc.relation.journalJournal of Applied Youth Studies (JAYS)
dc.relation.projectIDNorges forskningsråd: 255444en_US
dc.relation.projectIDinfo:eu-repo/grantAgreement/RCN/FINNUT/255444/Norway/RUR-ED Spatial inequalities and spatial justice in education//en_US
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2021 The Author(s)en_US
dc.subjectVDP::Social science: 200::Education: 280en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.titleBeing Able to Stay or Learning to Stay: A Study of Rural Boys’ Educational Orientations and Transitionsen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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