From Leaving CertiFiCate to Leaving SChooL a Longitudinal Study ...

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202 From Leaving Certificate to Leaving School Probably social science in [name of university]. Journalism in [name of IOT]. (Harris Street, girls’ school, middleclass intake) 6.4.2 Schools with a Socially Mixed Intake In schools with a socially mixed intake, students were more cautious about their decisions which appear to centre more on the type of course rather than entry to higher education. Students had selected specific courses in further and higher education and it was clear that their choice would be decided by the points they achieved in the exams. Students spoke about first and second choices and had ‘back-up’ plans if they did not get their preferred courses: Interviewer: What do you think you will do after you leaving school? I’m thinking of going to [name of IOT] and doing a multi-media course. Maybe a pharmacy technician course in [name of IOT] or a beauty course in [name of IOT]. An interior design course in [name of city] or an art teaching course in [name of city]. A food science course in [name of IOT] to become a dietician. Hopefully be a primary school teacher and if I don’t get it here I’ve applied to England and I’ll go to England to do it. (Dawson Street, coed school, mixed intake) However, a staff member at the school remarked that students tended to aim at being ‘just good enough’ (see Meo, 2011), only doing sufficient work to gain entry to their desired course: I think that they should do very well, however I do think that for some of our students in senior cycle that there’s an element of that they decide that they need 300 points to do X course and that’s all they do, they don’t bother pushing to achieve their full potential, they settle and that’s something that worries me. Interviewer: So they are going to opt for the easier?
Looking Back, Moving Forward 203 Yes, they won’t bother doing the honours paper in one subject because they don’t really need the points in it whereas they’re well able to do it, you know. (Dawson Street, staff, coed school, mixed intake) Having submitted the CAO form about a month prior to the interview, students had a clear idea of the university or institute of technology they wanted but were waiting on their results to find out which course they were eligible for: Interviewer: What do you want to do after you leave school yourself? Go to [name of town] and probably do accounting or something, do business. Equine science in [name of university]. Graphic design in [name of IOT]. (Dawson Street, coed school, mixed intake) Overall, the vast majority of students in the girls’ secondary school, Belmore Street, intended to continue to third-level education. Courses ranged from certificate to degree courses in nursing, teaching and engineering: I’m going to do a business course. Just a business studies course. I’m not sure where I’m going just yet. I’m hoping to get veterinary nursing in [name of IOT]. The new childcare course coming out in [name of IOT] and going into Montessori teaching then after that. I want to do teaching. I want to do medicine or something science. (Belmore Street, girls’ school, mixed intake) My first choice on the CAO is physio in [name of university] and then the rest of it is all engineering and quantity surveying and stuff like that. (Belmore Street, girls’ school, mixed intake) Some students had plans to do more artistic and creative courses:
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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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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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From Leaving CertiFiCate to Leaving SChooL a Longitudinal Study ...

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