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

据报道，与任何其他社会群体相比，有护理经验的年轻人参与高等教育（HE）的比例最低，而对于那些进入高等教育的人来说，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（harrison）最近的一项研究（2019年，第10页）发现，即使考虑到入学资格，有护理经验的学生更有可能进入1992年后的机构，而不是罗素集团大学。关于有经验的年轻人如何对高等教育参与做出选择的研究存在重大差距。我将通过调查有护理经验的年轻人如何决定参加高等教育，重点关注课程和机构的选择，以及高等教育研究在有护理经验的年轻人成年后的长期战略中的更广泛作用，来回应文献中的这一空白。我将采用混合方法。我计划调查目前在高等教育学院学习的有经验的学生，调查是什么影响了他们在高等教育学院学习，以及他们选择课程和机构背后的主要驱动因素。我还将对多达3所虚拟学校进行案例研究，跟踪一群学生到13年级。我将采用深度访谈、焦点小组和参与式研讨会相结合的方式。对于我的理论框架，我计划将Markus和Nurius（1986）的“可能自我”理论与Amartya Sen的能力方法（Sen,1998）结合起来。

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).