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Első generációs oktatók pályaképe és önreflexiói
First-generation Academics’ Biogrpahies and Self-reflections
Összefoglaló. Vizsgálatunk során 11 első generációs oktató életútját és pályaképét tekintjük át, elemezzük az őket ért hátrányokat, a helyzetükből fakadó előnyöket, valamint igyekszünk feltárni az oktatási karrierjük főbb állomásait, továbbtanulásuk motivációit és pályaválasztásuk történetét. Az eredmények szerint az interjúalanyok tapasztalatai diverz mintákat mutatnak, tehát a hátrányok megélése nem általános jelenség, bár a megkérdezettek nagyobb részénél az erre utaló elemek megragadhatók. A hátrányok azokon a tudományterületeken jelentkeznek élesebben, ahol a kulturális tőke felhalmozása a szakmai identitás markánsabb részét képezi, vagy pedig az adott intézmény társadalmi háttere (mind oktatói, mind hallgatói) kedvező.
Summary. The aim of this study is to recover the career and life path of 11 first-generation academics. We try to map their disadvantages or advantages – which are embedded in their social circumstances – motives of their further studies and the history of their career choices. The results have shown that their experiences are diverse. The experiencing of handicaps does not work in every case nevertheless these kinds of traces can be found in some forms by most of them. These handicaps seem to be more significant in the field of those disciplines in which cultural capital is rather the parts of the professional identities and professional socialisation or the prestige of the institution is high.
Higher educational dropout is a significant area of education policy in Hungary. First, the proportion of graduated higher educational students is low when compared to the OECD average, which may be caused by dropout from higher educational courses. On the other hand, although the phenomenon of dropout has been closely investigated in several international research papers, the methodology used to determine the dropout ratio is unsatisfactory, mainly due to the lack of expert consensus. As a consequence, we do not have precise data regarding the dropout ratios, which make investigations related to this area even more necessary. The aim of this study was to measure the possible reasons for delayed graduation and dropout, and it was carried out as a qualitative study based on existing theories. In our investigation, the role of the sociocultural background; the years prior to the time spent in higher education; and the motivation of the choice of institution, employment, sports, and social activities were measured through an analysis of seven individual interviews and one focus group conversation involving 10 participants based on a semi-structured interview methodology. The causes of delayed graduation and dropout, which are more difficult to observe, are an inappropriately chosen institution and/or course, employment while studying intensively in a higher education institution, competitive sport and friends with a negative attitude toward learning. Our analysis provides a stable basis for a wider questionnaire-based investigation on a representative sample and its main units have been developed according to the research blocks of the interview analysis.
