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Understanding Secondary School Students' Agentic Negotiation Strategies in Accessing Higher Education in Cameroon

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Title: Understanding Secondary School Students' Agentic Negotiation Strategies in Accessing Higher Education in Cameroon
Language: English
Authors: Tongtong Zhao (ORCID 0000-0001-9649-1526), Yuwei Xu (ORCID 0000-0003-4210-9963), Yun Yu (ORCID 0000-0001-7760-9736), Zeyi Liu
Source: Compare: A Journal of Comparative and International Education. 2024 54(7):1155-1170.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Personal Autonomy, Access to Education, Secondary School Students, Student Educational Objectives, Academic Aspiration, Higher Education, Socioeconomic Status, Gender Issues, Gender Differences, Student Attitudes, Student Characteristics, Power Structure, Sex Role, Parent Influence, Cultural Influences, Reflection, Decision Making
Geographic Terms: Cameroon
DOI: 10.1080/03057925.2023.2179870
ISSN: 0305-7925
1469-3623
Abstract: This article investigates students' post-secondary education transition processes in Cameroon through the lens of agency. Situated in a country where the higher education participation rate is fairly low, our article explores how students agentically negotiate access to higher education within structural constraints of socio-economic status and gender. Semi-structured interviews with 25 students from two secondary schools in Yaoundé, Cameroon were conducted. The findings reveal that students enacted the four modes of reflexives (Archer, 2003) dynamically and discursively, with specific manifestations of agency relevant to gendered and classed structures in Cameroonian society. In this paper, we propose a person-centred, empowering approach to supporting students in higher education participation. We further confirm the importance of non-universal, contextually-situated employment of Archer's (2003) typology of four reflexive modes.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1441970
Database: ERIC
FullText Text:
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  Data: Understanding Secondary School Students' Agentic Negotiation Strategies in Accessing Higher Education in Cameroon
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Tongtong+Zhao%22">Tongtong Zhao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9649-1526">0000-0001-9649-1526</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yuwei+Xu%22">Yuwei Xu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4210-9963">0000-0003-4210-9963</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yun+Yu%22">Yun Yu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7760-9736">0000-0001-7760-9736</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zeyi+Liu%22">Zeyi Liu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Compare%3A+A+Journal+of+Comparative+and+International+Education%22"><i>Compare: A Journal of Comparative and International Education</i></searchLink>. 2024 54(7):1155-1170.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Label: Peer Reviewed
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  Data: Y
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  Data: 16
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Educational+Objectives%22">Student Educational Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Aspiration%22">Academic Aspiration</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Issues%22">Gender Issues</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Role%22">Sex Role</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Influence%22">Parent Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cameroon%22">Cameroon</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/03057925.2023.2179870
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  Data: 0305-7925<br />1469-3623
– Name: Abstract
  Label: Abstract
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  Data: This article investigates students' post-secondary education transition processes in Cameroon through the lens of agency. Situated in a country where the higher education participation rate is fairly low, our article explores how students agentically negotiate access to higher education within structural constraints of socio-economic status and gender. Semi-structured interviews with 25 students from two secondary schools in Yaoundé, Cameroon were conducted. The findings reveal that students enacted the four modes of reflexives (Archer, 2003) dynamically and discursively, with specific manifestations of agency relevant to gendered and classed structures in Cameroonian society. In this paper, we propose a person-centred, empowering approach to supporting students in higher education participation. We further confirm the importance of non-universal, contextually-situated employment of Archer's (2003) typology of four reflexive modes.
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  Data: As Provided
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  Data: 2024
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  Data: EJ1441970
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        Value: 10.1080/03057925.2023.2179870
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      – Text: English
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        PageCount: 16
        StartPage: 1155
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Personal Autonomy
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Student Educational Objectives
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      – SubjectFull: Academic Aspiration
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      – SubjectFull: Higher Education
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      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Gender Issues
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      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Power Structure
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      – SubjectFull: Sex Role
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      – SubjectFull: Parent Influence
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      – SubjectFull: Cultural Influences
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      – SubjectFull: Reflection
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      – SubjectFull: Decision Making
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      – SubjectFull: Cameroon
        Type: general
    Titles:
      – TitleFull: Understanding Secondary School Students' Agentic Negotiation Strategies in Accessing Higher Education in Cameroon
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              Y: 2024
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