The schools careers seiwice was identified as an influence on young people’s choices by Foskett et al. but was ranked low in significance relative to other factors including the family, school ethos, teachers and subject enjoyment (2004). In contrast, Hodkinson believes that “careers guidance is essential....to correct decision making” (1995:4). Foskett et al. further suggest that the question of choice was a “dynamic process changing over time as a range of factors influenced their ideas” (2004:1). Tliese included advice and guidance from the schools with specific careers advice from the ‘careers advisors, parents, teachers, and individual social environments’. Equally, if a school has a “strong culture or ethos focussed on hi^i academic achievement” (Foskett et al. 2004:5) that experience may also influence
future educational and career decisions. Foskett et al. (2004) focussed on the influences on the choices made by young people while still in compulsory education and determined that there were more choices to consider in the post-compulsory sector. They found that there was an increase in sources of information for the young people, and so perhaps potential influences, but concluded that the family influence remained palpable.
Reay (1998) proposes that certain schools may influence choices through ‘differential help’ to children horn different social classes e.g.: between middle class and working class pupils applying for university. She also aclmowledges that for young people, “family, school, peer group and the wider community all have an impact on choice making” (Reay 1998:520). Her study of young people making decisions identified that the private schools fully encouiaged and supported applications to HE wliile the comprehensive schools did not (Reay 1998). She also advocated that FE colleges were “rooted in a recognition of the considerable financial and geographical constraints many of the students are operating under” and although supporting HE staff did not consider all available options suggesting “tlie students are encouraged to think local” (Reay 1998:524).
It is importance to acknowledge the time period when critical decisions are made by young people. Throughout compulsoiy education there has perhaps been an educational ‘map’ where GCSEs aie the expected endpoint of secondary school. There are potentially limited independent choices of subjects available at school, whereas tlie post-compulsoiy sector offers a wider range of options. Decisions taken at sixteen plus are made after consideration of opportunities available, however these frequently occur at a time of exam stress and possible parental pressuie to ‘decide
what to do next’ and so may not be wholly autonomous. Ball et al.suggest adulthood and the responsibilities attached are postponed as adolescence is extended in what they term a “post-adolescent phase for learners” (2000:18). This is seen as an important factor as young people mature and learn to take responsibility for their decisions during the period of transition between school, college and university. Bloomer and Hodkinson propose that the transition from school to a college learning environment is a complex time for the young people faced with a number of decisions to make at a time of “maturation, unfolding and developing personal identity, transition, transformation and change” (1997:79). The transition is a pivotal moment in any learning career (Bloomer & Hodkinson 1997) and students have to adapt to a new environment, rules, regulations and requirements which are very different from compulsory schooling. Indeed, Bloomer believes “it [adolescence] is a period of turmoil as they [the young people] confront problems of their moral, social, cultural, political and sexual identities” (1997:151). Data presented in chapter five identifies where the FE students have had to make choices and decisions at a time of transition which has helped to answer the research question of what influences young people in their choices and subsequent decision making.
Similarly, Denscombe suggests that this adolescent period is the most stressful due to “change and insecurity in the lives of young people which are greater than at other times in their lives” (2000:360). Individual identities form over a period of time and the move into FE can be challenging to the student who is struggling to identify themselves in the new environment, coping with a new learning situation, perhaps work experience and establishing new friendship groups (Denscombe 2000; Lawy & Bloomer 2003).
All this occurs at a time when further decisions about continuing education and careers have to be made and with so many choices available they may not always have the clarity to be able to malce an infoiined decision. Many of my own students will say that they cannot make a decision as there is too much information and too much ‘going on’ in their lives at that moment in time.
The Government response to the Bearing Report boldly claimed that:
'''‘Good careers education and guidance are vital in helping people to choose the courses and careers which are right for them and to maximise their opportunities DFEE 1998:11
In order to achieve this, the government pledged to work more closely with the careers service in order to help young people make an informed decision about their future learning pathway and career opportunities (DFEE 1998).
The literature suggests decisions and choices are made through a variety of processes which may or may not involve the influence of others including friends, family, career counsellors or professionals through work experience; and influences on these processes can come from within an individual or from external sources. There is substantial evidence in the literature to support the notion that ultimately the family plays a significant role in influencing students’ choices and decision-making. It is valuable to recognise that influences are multi-faceted and variable from one case to another, to distinguish the friends from the family, and to recognize the role of the extended family. Others influences, including tutors, placement supervisors, social and cultural factors, and personal motivation, all contribute to the complexities of the decision making process.
The following section considers models of decision-making, and in particular evaluates the usefulness of models by Hodkinson and Sparkes (1997) and Ball et al.
(2002).