'I make a lot of the choices myself—I think I've taught myself that through the imbalance of support': The internal conversations, reflexivity and post‐school educational achievement of care‐experienced young people.
Saved in:
| Title: | 'I make a lot of the choices myself—I think I've taught myself that through the imbalance of support': The internal conversations, reflexivity and post‐school educational achievement of care‐experienced young people. |
|---|---|
| Authors: | Matchett, Elaine, Appleton, Peter |
| Source: | British Educational Research Journal. Apr2024, Vol. 50 Issue 2, p529-544. 16p. |
| Subjects: | Reflexivity, Academic achievement, Communication, Doctor of philosophy degree |
| Abstract: | The percentage of care‐experienced young people in England progressing to university by the age of 19 currently stands at around 12–13% with a further 10% of care‐experienced adults attending university during their 20s and 30s. This figure remains lower than both the general population and other groups of disadvantaged learners. It is well established that the educational attainment of care‐experienced young people can be impacted by a range of barriers to learning. Existing research often focuses on the importance of key adults and their role in supporting young people in care. A small number of studies examine the reflexive capacities of the young people themselves through the lens of sociologist Margaret Archer's model of modes of reflexivity and internal conversations. Archer's theory can be utilised to understand how care‐experienced young people navigate their circumstances. The notion of the internal conversation offers a way to understand how some young people growing up in care develop more stable modes of reflexivity, namely autonomous, communicative or meta‐reflexive. Here we contribute to new knowledge by considering care‐experienced young people who develop communicative and autonomous aspects to their day‐to‐day life functioning. This paper draws on findings and analysis from interviews conducted as part of the first author's PhD (2020) which considered the reflexive capacities of care‐experienced young people who self‐identified as higher achievers. We utilise Archer's modes of reflexivity to explore participants' internal conversations and to develop our understanding of the relationships, experiences and personal skills that underpin successful educational journeys. [ABSTRACT FROM AUTHOR] |
| Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The percentage of care‐experienced young people in England progressing to university by the age of 19 currently stands at around 12–13% with a further 10% of care‐experienced adults attending university during their 20s and 30s. This figure remains lower than both the general population and other groups of disadvantaged learners. It is well established that the educational attainment of care‐experienced young people can be impacted by a range of barriers to learning. Existing research often focuses on the importance of key adults and their role in supporting young people in care. A small number of studies examine the reflexive capacities of the young people themselves through the lens of sociologist Margaret Archer's model of modes of reflexivity and internal conversations. Archer's theory can be utilised to understand how care‐experienced young people navigate their circumstances. The notion of the internal conversation offers a way to understand how some young people growing up in care develop more stable modes of reflexivity, namely autonomous, communicative or meta‐reflexive. Here we contribute to new knowledge by considering care‐experienced young people who develop communicative and autonomous aspects to their day‐to‐day life functioning. This paper draws on findings and analysis from interviews conducted as part of the first author's PhD (2020) which considered the reflexive capacities of care‐experienced young people who self‐identified as higher achievers. We utilise Archer's modes of reflexivity to explore participants' internal conversations and to develop our understanding of the relationships, experiences and personal skills that underpin successful educational journeys. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 01411926 |
| DOI: | 10.1002/berj.3906 |
