Název: Akademická a sociální integrace do studia na vysoké škole u první generace vysokoškoláků : přehledová studie
Variantní název:
- Academic and social integration of first-generation university students : literature review
Zdrojový dokument: Studia paedagogica. 2021, roč. 26, č. 1, s. 167-184
Rozsah
167-184
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2021-1-7
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/143775
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Terciární vzdělávání v České republice v posledních deseti letech balancuje mezi fázemi, které Trow označuje jako masovou a univerzální. Na vysoké školy tak přichází široké spektrum začínajících studentů, kteří se poprvé integrují do pro ně nového prostředí. Mezi těmito studenty je i skupina, pro kterou je proces integrace náročnější. Jedná se o první generaci studentů, jejichž rodinní příslušníci nemají vysokoškolské vzdělání. Studenti první generace procházejí procesem integrace jako první z rodiny, což s sebou nese určitá specifika, a to v obou sférách procesu integrace, tedy akademické i sociální. Tato předkládaná přehledová studie shrnuje poznání z převážně zahraničních výzkumů, které se věnují problematice akademické a sociální integrace, a to konkrétně u první generace vysokoškoláků. Cílem tohoto textu je odpovědět na otázky: (1) "Jak probíhá proces akademické a sociální integrace do studia na vysoké škole?", (2) "Kdo jsou vysokoškoláci první generace a proč se touto problematikou pedagogický (resp. andragogický) výzkum zabývá?" a (3) "Jaká specifika ovlivňují akademickou a sociální integraci první generace vysokoškoláků?" Atributy první generace vysokoškoláků, které ovlivňují proces jejich akademické a sociální integrace a jež se prolínají analyzovanými texty, jsou socioekonomické zázemí studenta a jeho rodiny, vytváření nové osobní identity, s tím spojený konflikt rolí daného jedince a nedostatek zkušeností se systémem instituce terciárního vzdělávání. Tyto jednotlivé faktory ovlivňující vstupní proces do studia lze interpretovat dle Crossové jako institucionální, situační a dispoziční bariéry.
In the last ten years, tertiary education in the Czech Republic has balanced between the phases Trow described as "mass" and "universal". Thus, a wide range of beginning students come to colleges and are integrating into the college environment for the first time. These students include a group for whom the integration process is more demanding than for their colleagues. This group is the first-generation university students whose family members do not have a college degree. First-generation students go through the process of integration as the first in their family, This experience involves certain specific characteristics of the integration process, in both the academic and social spheres. This review summarizes the knowledge, mostly from foreign research, that addresses the problems of academic and social integration, and specifically that addresses the issue of firstgeneration university students. This text aims to answer the following questions: (1) What is the process of academic and social integration into university studies? (2) Who are first-generation university students, and why should we focus on this group of newcomers?, and (3) What specific characteristics affect the academic and social integration of first-generation university students? An analysis of the texts shows the attributes of first-generation college students that influence the process of their academic and social integration. These attributes are the socioeconomic status of the student and their family, personal identity and role conflict, and lack of experience with the tertiary education system. According to Cross, these individual factors influencing the entry process into tertiary study can be interpreted as institutional, situational, and dispositional barriers.
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[40] Randolph, J. J. (2009). A guide to writing the dissertation literature review. Practical Assessment, Research and Evaluation, 14(13), 1–13. https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1219&context=pare
[41] Redford, J., & Hoyer, K. M. (2017). First-generation and continuing-generation college students: A comparison of high school and postsecondary experiences (NCES 2018-009). U. S. Department of Education, National Center for Education Statistics. https://nces.ed.gov/pubs2018/2018009.pdf
[42] Rocco, T. S., & Plakhotnik, M. S. (2009). Literature reviews, conceptual frameworks, and theoretical frameworks: Terms, functions, and distinctions. Human Resource Development Review, 8(1), 120–130. https://doi.org/10.1177/1534484309332617
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