Unexpected Pathways Through Education: Why Do Some Students Not Succeed in School and What Helps Others Beat the Odds?
Unexpected Pathways Through Education: Why Do Some Students Not Succeed in School and What Helps Others Beat the Odds?
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意想不到的教育途径：为什么有些学生在学校没有取得成功，什么可以帮助其他学生克服困难？
DOI：
10.1111/j.1540-4560.2008.00545.x
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发表时间：
2008
期刊：
影响因子：
--
通讯作者：
Peck,StephenC
中科院分区：
文献类型：
--
作者：
Feinstein,Leon;Peck,StephenC
在《社会问题杂志》第一期卷的概述中，我们描述了为什么考虑学生在不同时间和背景下途径的多样性是重要的，以及为什么特别关注那些违背预测的年轻人是重要的。我们描述了在统计分析和现实世界的教育系统中形成期望的方式，以及这种系统固有的结构僵化如何导致不适合年轻人接受教育或培训的人-环境以及误导性的统计分析。我们的目的是超越假定“一刀切”的分析方法，同时认识到政策不能为每个人提供完全个性化的环境，研究不能只关注每个人的独特特征。通过聚焦于我们的模型通常不适用的个人，我们强调了对人与人之间复杂但有意义的共性模式的研究价值，不是根据一般人或影响，而是根据在生活和生命路径中经历系统和相应差异的人的连贯、独特和相对同质的亚群。
In this overview of Volume 64, Issue 1, of theJournal of Social Issues,we describe why it is important to consider the diversity of student pathways through time and in context and why it is important to focus particularly on youth who defy predictions. We describe the ways in which expectations are formed in statistical analysis and also in real‐world education systems and how the structural rigidity inherent in such systems can lead to poor person–environment fit for young people in education or training and to misleading statistical analysis. Our intention is to move beyond analytic approaches that assume “one size fits all” while recognizing both that policy cannot provide fully individualized environments for everyone and that research cannot focus only on the unique characteristics of each individual. By focusing on individuals for whom our models typically do not apply, we highlight the value of research on complex but meaningful patterns of commonality among people, not in terms of the average person or effects, but in terms of coherent, distinct, and relatively homogenous subgroups of people experiencing systematic and consequential differences in their lives and lifepaths.