module 8

Question 1

role of schooling

Answer 1

education is fundamental to our understanding of “youth”

Question 2

role of schooling in childhood

Answer 2

distinct stage in the life cycle

Question 3

role of high school in adolescence

Answer 3

• a high school education was seen as a necessary part of adolescence
• in the stage between childhood and adulthood
• training period to properly enter adulthood

Question 4

role of high school in youth culture

Answer 4

• high school as normative
• fundamental to the formation of youth culture and adolescents as a social group with its own norms, interests and behavioural practices
• 1950s was when most adolescents began going to high school; this was because of larger economic factors caused by the second world war

Question 5

high school completion rates

Answer 5

• rates are at their highest today
• early 1990s = 83%
• today = well over 90%

Question 6

variation across social groups of high school completion

Answer 6

• girls are more likely to complete high school than boys
• middle-class completion rates are higher than lower-class
• however, any early school leavers/dropouts often still see the value of a high school education and have plans to complete it but see leaving as the best thing for them at that exact time

Question 7

push factors

Answer 7

• internal factors inside the school that push someone to leave
• e.g. experiencing bullying, poor grades, getting into trouble

Question 8

pull factors

Answer 8

• factors external to the school that pull someone to leave
• e.g. lack of affordability, family illness, mental health

Question 9

% of young Canadians that pursue post-secondary education

Answer 9

around or just over 80%

Question 10

enrolment vs. graduation

Answer 10

• differences between enrolment and completion in post-secondary studies
• roughly 14-20% of postsecondary students withdraw every year as a result of the various push and pull factors
• e.g. of push and pull factors: economics, affordability, mental health/toll, or being unsure of the future and future goals are among the largest pull factors of withdrawing

Question 11

proportion of age groups expected to attain post-secondary credentials in a lifetime

Answer 11

• ages 55-64: roughly 45% already have or will obtain post-secondary credential in their lifetime
• ages 25-35: roughly 58% already have or will obtain post-secondary credential in their lifetime
• ages 15-24: roughly 66% already have or will obtain post-secondary credential in their lifetime

Question 12

how many 15-24 yr olds will graduate with a college diploma

Answer 12

22%

Question 13

how many 15-24 yr olds will graduate with a university bachelor’s degree

Answer 13

33%

Question 14

how many 15-24 yr olds will graduate with a master’s degree and PhD

Answer 14

• masters degree = 10%
• PhD = 1%

Question 15

post-secondary in social context

Answer 15

• post-secondary enrolments and graduation exist within the larger economic context of society
• e.g. postsecondary enrolments decrease during strong economic times and increase during weak economic times with those hoping to upgrade educational credentials

Question 16

percentage increases and decreases in 2001-2008 amongst unmarried, childless males aged 17-24

Answer 16

• focusing on a time of economic boom and the effect it had on unmarried, childless, young men because they had fewer obligations and ties
• in oil-producing provinces, the average wage went up by 21%, and only 4% in non-oil-producing provinces
• the employment rate went up 6% in oil-producing provinces
• post-secondary enrolment, however, decreased by 7%, and university enrolment went down by 1% in oil-producing provinces; why go to postsecondary when you can make so much money in an unskilled labour position
• in 2009, university enrolments shot way up because of an economic crisis, and they lacked the skills to be hired anywhere else, so they needed to go back to school

Question 17

post-secondary education in late modernity

Answer 17

educational discourse/policy about post-secondary education is based on the pre-1970 youth experience (baby boomers) as normative

Question 18

organization of education based on age - late modernity education

Answer 18

assume you are fresh out of high school

Question 19

assumption that “student” is the sole identity - late modernity education

Answer 19

assume you are not married, have no children, no job, have nothing else going on, and you are a full-time student who should be able to dedicate everything to your education

Question 20

cost of post-secondary vs. economic realities - late modernity education

Answer 20

rise in the cost of tuition, fees, textbooks paired with the rising cost of rent, groceries, etc

Question 21

education as an individual benefit - late modernity

Answer 21

• because of the philosophy of neoliberalism, post-secondary is viewed as having individual benefit
• post-secondary education is about your choice and your benefit, which leads to the discussion of why should taxes help fund a university degree when you are the sole beneficiary
• this, however, ignores the benefits of increased higher education at the macro societal level
• looking at all of this together, is it an individual’s choice when macro-level factors dictate and steer your choices surrounding post-secondary

Question 22

various impacts of the pandemic on students’ use of technology

Answer 22

• the pandemic has forced technology to become the focus of educational efforts
• it allowed people to spend more time with family that they lived with while still being able to virtually connect with friends, peers and other family members
• on the other hand many reported feeling fatigue with screens and technology and that they were lacking personal connections they had while learning and working in-person

Question 23

various impacts of the pandemic on students’ education

Answer 23

• the pandemic disrupted education in numerous ways, ending the school year early, switching back and forth between virtual and in-person learning, lack of education celebration, and altered future opportunities
• students had to adjust to virtual learning, test taking and working which was both positive and negative for many
• students were not able to relate to material in the same way and isolating at home also limited access to tutoring and support services which further impacted success

Question 24

various impacts of the pandemic on students’ health and wellness

Answer 24

• the pandemic greatly affected many people’s mental, physical and emotional health and wellbeing
• mental health was a common issue with anxiety and depression being common results of the social isolation and loneliness experienced
• decreased public support due to daycare closures and decreased work hours meant that some students need to rely on, or more frequently interact with, abusive family members who could previously be kept at a distance
• a lack of routine and overall stress contributed to negative physical health, whereas others found that their new routines allowed for more time to improve their overall health

Question 25

various impacts of the pandemic on students’ family relationships

Answer 25

- many reported struggling with work-life balance when working or learning from home - increased worrying about the effect of the virus on different family members - Indigenous communities highlighted that they felt a loss of community not being able to do certain services like smudges

Question 26

various impacts of the pandemic on students’ financial situations

Answer 26

- financially the pandemic impacted many individuals, businesses and institutions - some small businesses closed their doors after not being able to keep up with expenses with a reduced income because of health restrictions - many people lost their jobs or lost work hours due to infectious symptoms or closures - many were faced with the challenge of completing an online education while enduring or entering poverty

Question 27

impact of the pandemic on identity formation

Answer 27

- University and college changed from being a time of connecting, development and learning from a like minded community, to one in which students needed to rely on themselves alone to overcome new obstacles - the lack of robust identity formation, in collaboration with others, may have long term implications for young adults’ well-being and functioning in society

Question 28

how has the pandemic affected students employment long-term

Answer 28

- there were lasting effects in the employment industry with the changing labour markets, shift to hybrid work, elimination of certain roles, etc - there was Limited job availability post-pandemic and many jobs now required expensive technology and good internet connections

Question 29

impact of the pandemic on students from marginalized or disadvantaged groups?

Answer 29

- pre-existing gaps in academic achievement between Indigenous and non- Indigenous students may widen if specific attention is not paid to differential impacts of the pandemic - on the other hand, increased access to remote education improved accessibility for certain subgroups such as those with chronic health conditions, as well as for students from rural or remote areas, provided that internet access was affordable and available - it is imperative to find meaningful ways to transition supports such as tutoring, drumming, song, peer support, access to computers, etc, because many have been and continue to be inaccessible or un-accessed during COVID-19 due to a lack of in-person activities

Question 30

examples of racism experienced in school by black students in Canada

Answer 30

- a student mentioned having teachers play devil's advocate during the black lives matter movement when discussing police brutality against black individuals, by placing blame on the actions of BLM protesters - being told their hair is “interfering” with learning - when discussing the history of mistreatment and slavery of black people, had a teacher say that it was a myth how poorly slaves were treated - dealing with micro-aggression from students and teachers; such as exclaiming their surprise by racialized students successful academic performance

Question 31

unique challenges of university for equity-seeking groups

Answer 31

- students of higher education from lower earning households worry about unfamiliar cultural norms or stereotypes, possibly leading to anxiety- provoking expectations of discrimination which can impact school performance - the academic success of Indigenous students often hinges on a sense of community provided by Indigenous peer and faculty support - self-compassion and institutional supports can help students navigate stressors, especially for women, sexual minorities, and first-generation post- graduate students