ERIC Number: ED056294
Record Type: RIE
Publication Date: 1971
Reference Count: N/A
2100 Sixth Formers: A Study of Sixth Form Boys and Girls, with Particular Relevance to Their Subject Specialisation, Educational Aims, Vocational Choice and Career Prospects.
Barry, M. Kaneti; And Others
A major objective of the survey was to inquire whether schools are performing the function of familiarizing their pupils with all existing opportunities of post-school education. Another object of inquiry was the subject choice of respondents and what they saw as their future careers. Relevant questions were designed and included in a questionnaire. Respondents included a preponderance of girls. One of the major findings of the survey showed that the sixth-formers were receiving inadequate school advice about the opportunities for higher study in the Further Education field. There was a strong desire among these sixth formers to enter a university, a lack of knowledge as to alternative courses of study, and a lack of teacher influence on their decision-making. Of the respondents, 35% indicated a desire to take subjects outside the specialist range; this desire was equally prevalent among arts and science specialists. Girls tended to choose health, welfare and educational occupations. In these fields they tended to have lower aspirations than boys, whereas in the fields of arts and science, the level of aspiration was the same for both sexes. The lower proportion of science specialists and the higher proportion of mixed subject specialists among the survey population confirms the trend away from science specialization. (CK)
Descriptors: Adult Education, Aspiration, Career Choice, Career Opportunities, Decision Making, Educational Objectives, Females, Goal Orientation, Information Dissemination, Liberal Arts, Majors (Students), Males, Questionnaires, Science Education, Secondary School Students, Sex Differences, Student Attitudes, Surveys
Hutchinson Educational Ltd, 178-202 Great Portland Street, London W1, England (18 shillings net)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Brunel Univ., London (England).
Note: Brunel Further Education Monographs No. 2