The influence of the ascriptive statuses at the intensity of students’ educational practices


  • Р. І. Борисов Харківський національний університет імені В. Н. Каразіна
  • І. І. Шеремет Харківський національний університет імені В. Н. Каразіна
Keywords: ascriptive statuses, higher education, professional socialization, educational practices, Constructivist Structuralism, student-centered education

Abstract

The article deals with the influence of the Ukrainian students’ ascriptive statuses on the course of their professionalsocialization. There are are students’ status positions, educational dispositions and the content and focus of theeducational process among the factors of professional socialization. The ascriptive statuses are considered as socialindicators which may restrict the access of the students to the tertiary education. A number of ascriptive statuses,which may have the restrictive influence, are identified, among which are the sex, the economic and cultural capitalof the family, place of living before the admission to higher education. It was listed the signs of student heterogeneityas a socio-demographic group. The education of students in higher education institutions is considered with the prismof acquiring the competences obtained as a result of the implementation of educational practices. The professionalsocialization is considered as the process of the acquisition of the professional competences during the process of theimplementation of the educational practices. The notion of the professional practice is applied from the standpointof P. Bourdieu’s Constructivist Structuralism and is defined as routineized unconscious acts which are repeated intime and are aimed at the realization of the strategy of the achieving the goal within a certain sphere of social reality.The authors refer to the results of a quantitative survey of Ukrainian students to determine the degree of influence ofascriptive statuses on the process of professional socialization in universities. The relationship between the intensity ofeducational practices contributing to the learning process and academic achievement is analyzed. The existence andhierarchy of educational practices from the point of view of their effectiveness is identified and characterized. Theconclusion is made that there is a significant impact of the set of the students’ ascriptive statuses on the course of theprofessional socialization. As a result the cultural capital of a family of students has the highest “capital intensivity” incomparison with other ascriptive statuses.

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Published
2019-11-11
How to Cite
Борисов, Р., & Шеремет, І. (2019). The influence of the ascriptive statuses at the intensity of students’ educational practices. Grani, 22(8), 29-36. https://doi.org/10.15421/171981
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