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Post -secondary aspiration formation...

Kang, Trivina Lu-Ming.

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Post -secondary aspiration formation and outcomes of female "normal" students in Singapore.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Post -secondary aspiration formation and outcomes of female "normal" students in Singapore./
Author:	Kang, Trivina Lu-Ming.
Description:	368 p.
Notes:	Source: Dissertation Abstracts International, Volume: 62-08, Section: A, page: 2887.
Contained By:	Dissertation Abstracts International62-08A.
Subject:	Sociology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3024685
ISBN:	9780493363240

Post -secondary aspiration formation and outcomes of female "normal" students in Singapore.
Kang, Trivina Lu-Ming.

Post -secondary aspiration formation and outcomes of female "normal" students in Singapore. - 368 p.

Source: Dissertation Abstracts International, Volume: 62-08, Section: A, page: 2887.

Thesis (Ph.D.)--New York University, 2001.

This item must not be sold to any third party vendors.

This study begins with an empirical puzzle in Singapore: Why is it that distinct ethnic/racial variations in educational outcomes exist in a meritocratic education system that has produced outstanding performances in cross-national studies? Previous explanations have relied on cultural explanations such as "cultural inferiority" to explain this phenomenon. However, such a position may be premature for an "ethnic effect" has not been quantitatively established. We first need to understand how ethnicity matters and how ethnicity, in partnership with various social institutions, affects the educational outcomes of students. This qualitative study of 60 secondary students in the Normal track, covering representatives from the Chinese, Malay and Indian racial/ethnic groups, addresses such issues. In-depth interviews were used to explore the ways that family and school contexts affect the formation and realization of the students' post-secondary educational aspirations. Findings suggest that in the family context, neither socioeconomic status nor ethnicity alone influenced respondents' aspirations. Rather, the family's combined resources were crucial. This included ethnicity and cultural conceptions of education, parental income, education and occupation, educational level of extended family members, language used at home, and home educational environment. Families of the Chinese, Malay and Indian respondents presently and historically have differential access to these resources. In schools, the structure of examinations and curriculum, and the actions of institutional actors, subject the Normal (lower) track respondents to a strong "track press" that directed them towards a singular post-secondary option---the polytechnic. Although the schools provided the boundaries of post-secondary opportunities, respondents drew on their combined familial resources to negotiate their track placement and the way that they handled the polytechnic admission process. This study suggests that the variation in outcomes between the Malay, Chinese and Indian respondents is a negative unintended consequence of the tracking system. This is reinforced by the discrepancies in combined family resources that the different racial/ethnic groups possess. Such racial/ethnic variation in educational outcomes needs to be addressed, as it has implications for issues such as the widening income gap and Singapore's commitment to multi-racialism and meritocracy.

ISBN: 9780493363240Subjects--Topical Terms:

516174
Sociology.

Post -secondary aspiration formation and outcomes of female "normal" students in Singapore.
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245 1 0 $a Post -secondary aspiration formation and outcomes of female "normal" students in Singapore.
300 $a 368 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-08, Section: A, page: 2887.
500 $a Adviser: Caroline Hodges Persell.
502 $a Thesis (Ph.D.)--New York University, 2001.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This study begins with an empirical puzzle in Singapore: Why is it that distinct ethnic/racial variations in educational outcomes exist in a meritocratic education system that has produced outstanding performances in cross-national studies? Previous explanations have relied on cultural explanations such as "cultural inferiority" to explain this phenomenon. However, such a position may be premature for an "ethnic effect" has not been quantitatively established. We first need to understand how ethnicity matters and how ethnicity, in partnership with various social institutions, affects the educational outcomes of students. This qualitative study of 60 secondary students in the Normal track, covering representatives from the Chinese, Malay and Indian racial/ethnic groups, addresses such issues. In-depth interviews were used to explore the ways that family and school contexts affect the formation and realization of the students' post-secondary educational aspirations. Findings suggest that in the family context, neither socioeconomic status nor ethnicity alone influenced respondents' aspirations. Rather, the family's combined resources were crucial. This included ethnicity and cultural conceptions of education, parental income, education and occupation, educational level of extended family members, language used at home, and home educational environment. Families of the Chinese, Malay and Indian respondents presently and historically have differential access to these resources. In schools, the structure of examinations and curriculum, and the actions of institutional actors, subject the Normal (lower) track respondents to a strong "track press" that directed them towards a singular post-secondary option---the polytechnic. Although the schools provided the boundaries of post-secondary opportunities, respondents drew on their combined familial resources to negotiate their track placement and the way that they handled the polytechnic admission process. This study suggests that the variation in outcomes between the Malay, Chinese and Indian respondents is a negative unintended consequence of the tracking system. This is reinforced by the discrepancies in combined family resources that the different racial/ethnic groups possess. Such racial/ethnic variation in educational outcomes needs to be addressed, as it has implications for issues such as the widening income gap and Singapore's commitment to multi-racialism and meritocracy.
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