It must be a fluke The SelfPerceptions of Learners Entering a College of Further and Higher Educatio

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It must be a fluke The Self-Perceptions of
Learners Entering a College of Further and Higher
Education

• FACE CONFERENCE 2009
• Wednesday 1st July
• Jo Finch
• jfinch_at_havering-college.ac.uk

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Contents

• Who am I?
• Background to Research Undertaken
• Findings
• Implications for College
• Wider Policy Implications
• Questions?

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Who am I?

• Curriculum Manager BA (Hons) Social Work and Post
  Graduate Diploma in Practice Education at
  Havering College of Further and Higher Education
• Associate Lecturer University of Sussex (School
  of Social Work and Social Care)
• Former Children and Families Social Worker and
  Play Therapist
• I also live in the borough under study

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Background to Research

• Leads on from Four Cities Research (2007,
  HEFCE) which explored reasons for low
  participation in HE by young people in 4
  constituencies (Birmingham, Bristol, Sheffield
  and Nottingham)
• Part of new round of qualitative research
  commissioned by HEFCE in May 08, in other
  geographical areas with low participation rates.
  
• One of those areas identified is the London
  Borough of Barking and Dagenham
• This research is led by UEL and includes research
  undertaken by Barking College and Havering
  College
• London Borough of Barking and Dagenham,
  Newcastle Upon Tyne, Brighton, Leeds, Salford and
  Cambridgeshire

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Research questions in all locations aimed to

• Provide a clearer understanding of the social,
  economic and cultural factors which lie behind
  low participation rates in the different
  geographical locations
• Help HE providers develop different and effective
  ways of engaging with their local communities,
  particularly schools
• Provide evidence for longer term strategic
  development of widening participation in selected
  areas and possibly provide lessons and models for
  potential transfer.

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Research questions in all locations aimed to

• Provide a clearer understanding of the social,
  economic and cultural factors which lie behind
  low participation rates in the different
  geographical locations
• Help HE providers develop different and effective
  ways of engaging with their local communities,
  particularly schools
• Provide evidence for longer term strategic
  development of widening participation in selected
  areas and possibly provide lessons and models for
  potential transfer.

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Havering College Research (2 strands)

• 1) FE Level 3 learners
• Experience of school, education and living in
  the borough
• Advice, guidance received at school re future
  academic/career choices
• How academic choices were made
• Future aspirations and goals

• 2) HE Learners
• Experience of school , education and living in
  the borough
• Why studying HE course
• The needs of such learners
• Future aspirations and goals

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Havering College Research (2 strands)

• 1) FE Level 3 learners
• Experience of school, education and living in
  the borough
• Advice, guidance received at school re future
  academic/career choices
• How academic choices were made
• Future aspirations and goals

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Havering College Research (2 strands)
The self-perception of learners, i.e. how they
perceive themselves as learners

• 1) FE Level 3 learners
• Experience of school, education and living in
  the borough
• Advice, guidance received at school re future
  academic/career choices
• How academic choices were made
• Future aspirations and goals

Implications for college and wider policies?
Why?
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Havering College Research (2 strands)
Not subject to interventions
The self-perception of learners, i.e. how they
perceive themselves as learners
Lazy
quiet

• 1) FE Level 3 learners
• Experience of school, education and living in
  the borough
• Advice, guidance received at school re future
  academic/career choices
• How academic choices were made
• Future aspirations and goals

Not Gifted and Talented
Sense of under-achievement in GSCE results
Good GSCE results luck or a fluke
Needed pushing
Stupid son/daughter in family clever sibling
No interventions at school
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Havering College Research (2 strands)
Not subject to interventions
The self-perception of learners, i.e. how they
perceive themselves as learners
Lazy
quiet

• 1) FE Level 3 learners
• Experience of school, education and living in
  the borough
• Advice, guidance received at school re future
  academic/career choices
• How academic choices were made
• Future aspirations and goals

Not Gifted and Talented
Sense of under-achievement in GSCE results
Good GSCE results luck or a fluke
Needed pushing
Stupid son/daughter in family clever sibling
No interventions at school
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Havering College Research (2 strands)
Not subject to interventions
The self-perception of learners, i.e. how they
perceive themselves as learners
Lazy
quiet

• 1) FE Level 3 learners
• Experience of school, education and living in
  the borough
• Advice, guidance received at school re future
  academic/career choices
• How academic choices were made
• Future aspirations and goals

Not Gifted and Talented
Sense of under-achievement in GSCE results
Good GSCE results luck or a fluke
Needed pushing
Stupid son/daughter in family clever sibling
No interventions at school
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Havering College Research (2 strands)
Not subject to interventions
Emily was amazed by her GSCE results. It must
be a fluke.

• 1) FE Level 3 learners
• Experience of school, education and living in
  the borough
• Advice, guidance received at school re future
  academic/career choices
• How academic choices were made
• Future aspirations and goals

When I got my results I was really happy, wanted
to go and say, in your face.felt that no teacher
thought I could do it. (Saskia)
Good GSCE results luck or a fluke
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Havering College Research (2 strands)
Not subject to interventions
The self-perception of learners, i.e. how they
perceive themselves as learners
Lazy
quiet

• 1) FE Level 3 learners
• Experience of school, education and living in
  the borough
• Advice, guidance received at school re future
  academic/career choices
• How academic choices were made
• Future aspirations and goals

Not Gifted and Talented
Sense of under-achievement in GSCE results
Good GSCE results luck or a fluke
Needed pushing
Stupid son/daughter in family clever sibling
No interventions at school
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Havering College Research (2 strands)
Not subject to interventions
I did not achieve my full potential in terms of
GCSE results, I was disappointed with myself.
(Kaz)

• 1) FE Level 3 learners
• Experience of school, education and living in
  the borough
• Advice, guidance received at school re future
  academic/career choices
• How academic choices were made
• Future aspirations and goals

Sense of under-achievement in GSCE results
17 out of 20 got around 9 GSCEs (c or above)
I did OKnothing special (James)
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Havering College Research (2 strands)
Not subject to interventions
The self-perception of learners, i.e. how they
perceive themselves as learners
Lazy
quiet

• 1) FE Level 3 learners
• Experience of school, education and living in
  the borough
• Advice, guidance received at school re future
  academic/career choices
• How academic choices were made
• Future aspirations and goals

Not Gifted and Talented
Sense of under-achievement in GSCE results
Good GSCE results luck or a fluke
Needed pushing
Stupid son/daughter in family clever sibling
No interventions at school
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BUT

• Most of the learners achieved good GSCE results
• Most of the learners wanted to go to university
  (mostly post 92 to do a range of vocational
  subjects)
• Learners were positive about the college
  environment
• and liked being treated like an adult
• and enjoyed good relationships with tutors

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The Learner
Different from others Enjoy college Independent
learners Growing confidence as learners Want to
go to University See qualifications as
important Motivated Want to do well Career plans
Under-achieved Did not like school Do not like
where they live Othering Not Clever Lazy Not
GT Not subject of interventions Quiet
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Possible Implications for the College

• Teaching and learning strategies
• Different ways of marketing in the borough
• Consider how the college might develop its
  presence in the borough further.
• College tutors to understand the distinctive
  needs of such learners?
• Supplier of cultural capital? further
  enrichment activities

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Wider Policy Implications?

• One learner, felt it would be useful for schools
  to engage parents around time when making post 16
  choices.
• College schools could also engage with parents at
  university decision making time
• How to support such learners in school, i.e the
  quiet ones.
• Consider further the specific needs of learners
  growing up in areas with poor reputations
• Borough to critically consider how it might
  engage in mass pathologisation of the local
  population