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 |
| 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 |
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