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198 From Leaving Certificate to Leaving School Table 6.1: Multilevel logistic regression model of higher education intentions Model 1 Model 2 Model 3 Constant Female Social class: Higher professional Lower professional Other non-manual Skilled manual Farmers Non-employed (Contrast: Semi/unskilled manual) Junior Certificate grades: 2 nd lowest quintile Middle quintile 2 nd highest quintile Highest quintile (Contrast: Lowest quintile) Pathway: Took Transition Year Taking LCA Educational aspirations in 3 rd year: Leaving Cert Certificate/diploma Degree Negative interaction with teachers in 3 rd year Attending workingclass school (Contrast: attending mixed or middle-class school) 0.519 -0.531 0.815*** 1.516*** 1.191*** 0.540 0.893 1.673** 0.524 -0.215 0.507* 0.462 0.683 0.179 0.604 1.347* 0.338 0.410 1.346*** 1.807*** 2.232*** 0.100 -3.380** 0.004 0.501 0.967** -0.456** -0.542* School-level variance 0.408* 0.129 0.025 N 732 students within 12 schools 732 students within 12 schools Note: *** p
Looking Back, Moving Forward 199 The extent to which gender and social class influenced post-school intentions was also evident in the focus group interviews with students and individual interviews with school personnel. In the remainder of this section, we provide a detailed overview of student ambition and school expectations by school social mix. We begin by examining the postschool plans of students from the two middle-class schools, Harris Street and Fig Lane. 6.4.1 Middle-class Schools For the groups of students interviewed in the fee-paying middle class school, Fig Lane, going to college was the natural trajectory. It was assumed and expected by the students themselves and their families: Interviewer: What do you think you’ll do after leaving school? Go to college. Go to college. College. College. (Fig Lane, coed school, middle-class intake) Student planning at Fig Lane appeared to go beyond their courses in higher education as they considered their entire career. One student had realistic expectations of the points they would get but had devised an alternative plan so they could still study what they wanted: I wanted to get into property, or designing houses or stuff to do with property, but then I was thinking of architecture, but I wouldn’t get that high points, it’s 500 and something points, so it’s the next step down from that and then you can go on to do that after a year. (Fig Lane, coed school, middle-class intake) This student’s second choice, however, differed considerably as it was an arts degree which they felt could lead to a teaching career: I was thinking of architecture technology in [name of IOT]. Or my second option would be [name of university] but I don’t know, it’s arts. I don’t know much about that yet, but I heard it’s supposed to
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The Economic and Social Research In
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FROM LEAVING CERTIFICATE TO LEAVING
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CONTENTS List of Tables and Figures
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Contents vii 5.3.3 Always Wanted to
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x From Leaving Certificate to Leavi
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xii From Leaving Certificate to Lea
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EXECUTIVE SUMMARY Introduction Curr
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Executive Summary xvii centrate on
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Executive Summary xix to higher edu
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Executive Summary xxi Such a focus
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2 From Leaving Certificate to Leavi
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10 From Leaving Certificate to Leav
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Chapter Two CURRICULUM, TEACHING AN
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Chapter Four LEAVING CERTIFICATE EX
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100 From Leaving Certificate to Lea
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Chapter Five GUIDANCE AND DECISION-
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Page 263 and 264: REFERENCES Airasian, P.W. and Madau
Page 265 and 266: References 241 Grodsky, E., Warren,
Page 267 and 268: References 243 Mickelson, R.A. (199
Page 269 and 270: References 245 Smyth, E. and Calver
Page 271: Current debates about senior cycle
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