Hide metadata

dc.date.accessioned2013-03-12T09:31:47Z
dc.date.available2013-03-12T09:31:47Z
dc.date.issued2009en_US
dc.date.submitted2009-11-23en_US
dc.identifier.citationStensen, Ole-Anders. Social class, cultural capital and departure from higher education before and after the Quality Reform. Masteroppgave, University of Oslo, 2009en_US
dc.identifier.urihttp://hdl.handle.net/10852/15898
dc.description.abstractThis thesis investigates the impact the Quality Reform, social class and cultural capital have on departure from higher education. More specifically, the aim is to investigate whether, and if, and then to what degree, the aforementioned factors influence departure from higher education for students below the age of 26, that commenced their studies within higher education at one of the following institutions: The University of Tromsø, the University of Oslo, the university of Bergen and NTNU. The study is quantitative and logistic regression is used to investigate hypotheses. The sample consists of register data that stretches from 1998 to 2005. One analysis is conducted for all educational fields, while one is conducted for the educational fields of the humanities, social sciences and natural sciences. Departure from higher education is measured at two points in students' educational career: after one semester and after three semesters. To investigate social class and cultural capital's impact on departure, a Bourdieu-inspired class schema is applied. In brief, the schema allows us to discern fractions within the social classes according to whether their total amount of capital mainly consists of cultural, economic or more or less equal amounts of these two forms of capital. Such a schema demands that the concepts and ideas that stem from Bourdieu's theoretical body are introduced. The concepts involve his understanding of social class in addition to habitus, capital and field. In addition to Bourdieu's thinking, I also bring in another way of understanding educational choices, namely Goldthorpe and Boudon's theory of educational inequality based on rational choices and social position theory. These two theoretical directions differ in mainly two regards: How one should understand human agency and why educational inequality remains prevalent. The main findings show that social class differences increase from one to three semesters. However, the supposition that cultural capital is beneficial for avoiding departure is not supported. On the contrary to the expectations, it is students whose parents have a great deal of economic capital that stand out with lower departure rates, even after the control for grades from upper secondary school. Further on, the findings show that the Quality Reform had a marginal effect on overall and social class related departure. In regards to overall departure rates, the University of Oslo is an exception as they experienced lower departure rates after the Quality Reform.eng
dc.language.isoengen_US
dc.titleSocial class, cultural capital and departure from higher education before and after the Quality Reformen_US
dc.typeMaster thesisen_US
dc.date.updated2010-05-03en_US
dc.creator.authorStensen, Ole-Andersen_US
dc.subject.nsiVDP::220en_US
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft.au=Stensen, Ole-Anders&rft.title=Social class, cultural capital and departure from higher education before and after the Quality Reform&rft.inst=University of Oslo&rft.date=2009&rft.degree=Masteroppgaveen_US
dc.identifier.urnURN:NBN:no-24017en_US
dc.type.documentMasteroppgaveen_US
dc.identifier.duo97166en_US
dc.contributor.supervisorMarianne Nordli Hansen & Øyvind Wiborgen_US
dc.identifier.bibsys10097029xen_US
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/15898/2/Stensen.pdf


Files in this item

Appears in the following Collection

Hide metadata