Образовательные траектории студентов первого поколения как кейс неравенства в высшем образовании
Аннотация
Исследование образовательных траекторий студентов первого поколения — учащихся, первыми в своей семье поступивших в вуз, — имеет высокую концептуальную и прикладную значимость как одно из основных направлений изучения образовательного неравенства. Стабильно занимая уязвимое положение внутри институтов высшего образования, эта категория студентов представляет собой яркий кейс для анализа механизмов воспроизводства неравенства и его многомерной и ригидной природы. На Западе исследования этой проблематики имеют долгую продуктивную традицию, но в российском академическом поле студентам первого поколения до сих пор не уделялось должного внимания, и в результате невидимыми остаются многие аспекты неравенства внутри российского образования.
В статье представлен обзор зарубежных исследований студентов первого поколения. Использованы две группы источников: эмпирические исследования образовательных траекторий таких студентов, а также теоретические работы, направленные на концептуализацию данной категории учащихся и объяснение уязвимости ее положения в системе образования. Выделяются два направления эмпирических работ: посвященные изучению образовательного выбора и поступления в вузы и анализирующие процесс обучения в вузе. В качестве теоретических оснований для осмысления образовательного опыта студентов первого поколения рассматриваются концепции габитуса и формы капиталов П. Бурдье, модель интеграции В. Тинто и ролевая теория Дж. Мида. В заключении обсуждаются потенциал и ограничения изучения данной категории студентов в российском контексте с точки зрения специфики образовательной системы и стратификационной модели российского общества.
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