Using Rational Action Theory and Bourdieu's Habitus Theory Together to Account for Educational Decision-making in England and Germany
Using Rational Action Theory and Bourdieu's Habitus Theory Together to Account for Educational Decision-making in England and Germany
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DOI：
10.1177/0038038513490352
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发表时间：
2014-06-01
影响因子：
2.9
通讯作者：
Cooper, Barry
中科院分区：
文献类型：
--
作者：
Glaesser, Judith;Cooper, Barry
理性行动理论(RAT)和布迪厄的习性理论都被用来解释教育决策。RAT假设决策涉及成本-收益分析，而习惯性理论认为教育路径是由反映家庭出身阶级的性格塑造的。这些理论经常被认为是相互冲突的，但我们认为，它们可以有效地结合在一起使用。这些理论的主张通常使用不同的方法。老鼠的倡导者通常使用调查数据，而那些支持习惯性理论的人通常使用案例研究。如果成本效益推理确实在一定程度上解释了教育决策，那么我们应该期待在微观层面找到证据。根据在德国和英国进行的采访，我们发现，年轻人确实会以与老鼠相符的方式谈论他们的教育选择。然而，他们以阶级为基础的习惯往往为他们的愿望提供了上下限，从而制约了进入决策的成本效益分析的性质。
Both Rational Action Theory (RAT) and Bourdieu's habitus theory are employed to explain educational decision-making. RAT assumes that decision-making involves cost-benefit analysis, while habitus theory sees educational pathways as shaped by dispositions reflecting familial class of origin. These theories are often seen as conflicting, but we argue that they can fruitfully be used together.Proponents of these theories often employ different methods. RAT advocates usually employ survey data, while those favouring habitus theory often use case studies. If cost-benefit reasoning does partly explain educational decision-making, then we should expect to find evidence of it at the micro-level. Drawing on interviews conducted in Germany and England, we show that young people do indeed talk about their educational choices in ways which fit RAT accounts. Their class-based habitus often, however, provides upper and lower boundaries for their aspirations, thus conditioning the nature of the cost-benefit analysis entering into decision-making.