Student Experiences of the Leaving Certificate Applied Programme

4. PATHWAYS INTO LCA4.1IntroductionThis chapter examines what type of student takes the LCA programmeand investigates pathways into LCA by junior cycle students. Using datafrom the School Leavers’ Survey (2002-06), the longitudinal study ofsecond-level students and qualitative interviews, this chapter first examinesthe social profile of LCA entrants in terms of demographic characteristics,social class and occupational and educational attainment levels at home.The multiple data sources have enabled us to devise five student typologiesbased on the main characteristics or motivations of LCA entrants whichinclude students who: struggled with schoolwork in junior cycle,experienced behavioural problems, wished to enter the labour market, feltmisdirected into taking LCA and finally those with special needs or learningdifficulties in school. In the fourth section, we examine the reasons forentry into the LCA programme by focusing on the attractions of LCA forpotential students and the main influences in student decision making. Thissection examines whether students base their decision to enter LCA ontheir own perceptions of ability or whether they are influenced by theirteachers, schools or peer group.4.2Social Profileof LCAEntrantsOne of the objectives of the LCA programme was to provide for theneeds of those students who were otherwise at risk of early school leavingor underachievement (see Chapter 1). In order to assess the extent towhich the programme successfully targets this group of students, thissection examines the profile of LCA participants in terms of theirdemographic characteristics, social class and the educational andoccupational attainment levels within their family.The longitudinal study of second-level students allows us to explorewhether young people entering the LCA programme differ from thoseentering LCE or LCVP in any respect. Male students in the case-studyschools are much more likely to take LCA than their female counterparts (8per cent compared with 4 per cent), in keeping with the national pattern(see Chapter 2). Furthermore, LCA participants tend to be somewhat older(by 2 to 3 months) than those taking other Leaving Certificateprogrammes. Students from the Traveller community are more likely totake LCA than other students (24 per cent doing so compared with 6 percent of the settled population). Ethnic minority students are somewhat lesslikely to take LCA than other students, but this pattern should beinterpreted with caution due to the relatively small numbers of studentsinvolved.International research has highlighted the influence of familybackground on students’ educational chances (Gamoran and Mare, 1989;Shavit, 1990). Parents with higher educational qualifications are found to be29