Programme Composition and Educational Plans
Bibliographic Data
| ID | 10757939 |
|---|---|
| Authors | Stephen Richer (0000-0002-8293-9526, corresponding author) |
| Year | 1974 |
| Volume | 47 |
| Issue | 3 |
| Pages | 337 |
| Publication date | 1974-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0038-0407 • E-ISSN: 1939-8573 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/2111909 |
| OpenAlex | W2038154355 |
| Language | EN |
| Citations received | 1 |
| References cited | 6 |
The paper examines the relationship between programme composition of school and post-secondary plans for a national sample of Canadian technical high school students. Students in solely technical high schools are found to have higher aspirations than students in schools containing university preparatory students-a reversal of the traditional compositional effects finding in education. The result is interpreted as manifesting certain reference group processes brought about by the rigid streaming characteristic of Canadian high schools. The interpretation seems to reconcile the finding with previous research. As old as civilized man himself is the categorization of individuals into various classes or strata. Plato, for example, discerned three classes: those whose hedonistic dominated (the labouring and trading classes); those whose appetites dominated but who also possessed an altruistic concern for others and the state (citizen subjects); and those who were able to grasp the universals in life (the legislators of the state). In pursuing a similar line of thought, Aristotle defined man's most worthy activity as the observation and understanding of the universe; however, this meditation was feasible only if those who were not intellectually capable of participation were put to work providing sustenance for their philosophical superiors. As with Plato, then, there was an implied stratification system based on differential
Categorization · Composition (language · Epistemology · Interpretation (philosophy · Linguistics · Mathematics education · Pedagogy · Political science · Sociology · Sustenance · Education Methods and Practices · Education Systems and Policy · Law · Philosophy · Psychology · School Choice and Performance · Social Psychology
| Citations per year | 0.02 |
|---|---|
| Citation span | 1976 - 1976 (1) |
| Highly cited | No |