How do care experienced young people make choices about progressing to Higher Education?

据报道，与其他任何社会群体相比，有护理经验的年轻人参与高等教育（HE）的程度最低，对于那些进入HE的人，有证据表明他们正在做出与普通学生群体不同的选择。哈里森最近的一项研究（2019年，第10页）发现，护理经验丰富的学生更有可能参加1992年后的机构比罗素集团大学，即使考虑到入学资格。关于有护理经验的年轻人如何选择高等教育参与的研究存在很大的差距。我将通过调查护理经验丰富的年轻人如何决定他的参与，重点是课程和机构的选择，以及他在护理经验丰富的年轻人的长期策略中的更广泛的作用，来回应文献中的这一差距。我将使用混合方法。我计划调查护理经验丰富的学生目前在高等教育学习，调查是什么影响他们在高等教育学习，以及他们的课程和机构选择背后的关键驱动因素。我还将进行多达3个虚拟学校的案例研究，通过13年的学生队列。我将采用深度访谈、焦点小组和参与式研讨会相结合的方法。本文的理论框架是将Markus和Nurius（1986）的“可能性要素”理论与Amartya Sen（1998）的能力方法相结合。

Care experienced young people have reportedly the lowestrates of participation in higher education (HE) comparedwith any other social group, and for those who enter HE,evidence suggests that they are making different choicesto the general student population. A recent study byHarrison (2019, p.10) found that care experienced studentswere more likely to be attending post-1992 institutionsthan Russell Group universities, even when taking intoaccount entry qualifications. There's a significant gap inresearch on how care experienced young people makechoices about HE participation. I will respond to this gap inthe literature by investigating how care experienced youngpeople make decisions about HE participation, with a focuson course and institution choices, and the wider role of HEstudy in care experienced young people's longer-termstrategies for adulthood. I will use a mixed methodsapproach. I plan to survey care experienced studentscurrently studying in HE to investigate what influencedthem to study at HE, and the key drivers behind theircourse and institution choices. I will also carry out casestudies of up to 3 virtual schools, following a cohort ofstudents through Year 13. I will use a combination of indepth interviews, focus groups and participatoryworkshops. For my theoretical framework, I plan tocombine Markus and Nurius' (1986) theory of 'possibleselves', with Amartya Sen's Capability Approach (Sen,1998).