Thus far in this chapter, the discussion has largely focussed on the financial contributions that families make in order to facilitate studying at university, or their ability to provide some partial assistance to their children while they are studying. It has also been noted that for many of the students interviewed despite their attendance at a low decile school the income of their families is above the threshold to qualify them for government assistance such as the student allowance13
. These factors relate largely to the everyday reality of dealing with the decision to attend university but not in relation to the influence over the actual decision-making process of choosing to attend university. Although it was noted that students identified different levels of influences being made by the different families, it is important to note that the level of influence was reported by the students themselves rather than their parents and as such relies on an interpretation of what they felt was important. Had the parents been interviewed, or an observation of life within the family been undertaken it is very likely that additional information would have been gathered, although such work was outside the scope of the study. Nevertheless, the students did report different reasons for attending university and while for one student it was clearly important to her that she attend because of a feeling of duty to her parents:
E – I just always felt indebted to do it for my parents because they’ve always thought I was really smart. I never thought I was but they have always thought I was. So I thought I have to go to uni otherwise… not that they’d be disappointed, but that a thing inside me just says I have to go.
13 The current income thresholds for students under 25 applying for student allowance are based on parental income. If the student is living away from home parental income cannot be over $63 825.84 before tax and for students living at home there is a threshold of $57 981.04 before tax. Students can also earn up to $180 before tax per week from their own employment before their allowance levels are affected (Sourced from http://www.studylink.govt.nz/pdf/2006-help-for-students.pdf).
Another student relayed a very similar sentiment in a different way:
H – I guess it’s implied that it will happen but I don’t think they would have objected if I had have wanted to do something else. But it’s just, you know, by default that this is what will happen that’s just the culture of it. Because as I said, my parents, my grandparents, most of the family are graduates, this is just how it goes you know.
It was not only a feeling of a need to make parents proud however that directed some students towards university; another student noted very clearly that they felt that their parents wanted their children to do well in education as a way of proving that the family was doing well. Whether the parents actually verbalised this, or it is an interpretation on the part of the student is unknown, however, it brings the possibility that families exert influence in non-obvious or even arguably, unconscious ways.
N – My mother always encouraged the academic side of us, so she was always really proud. She was quite bright herself, but she’d left school early herself and so she was really fostering her daughters. And also that was where we got our self esteem from as well, if you do well in school then that’s a good thing. Dad, no. And I think also, I don’t know how far you want me to go into this but they didn’t have a particularly good relationship themselves so I think the idea that their daughters were doing well at school was a good thing.
These interview excerpts exhibit some of the different forms of influences that may be given by family. There is however every chance that these verbal or non-verbal prompts by families about the importance they placed on a tertiary education were said, or done by the family with no knowledge of the impact they were having. Not only is it possible that the parents were influencing the students into attending university, it could be that for some of the students, the influence was so subtle that they too did not realise it. Although some of the students did not feel their family was influential in their decision it would seem that there was an overall acceptance by the families regarding their child’s educational decisions. Because of this lack of acknowledgment students tended to see other people as influential in their decision, such as siblings, or indicated that they had reached the decision themselves. Siblings it would seem for at least two of the students have played an important part in their attendance at university through possessing the knowledge of the institution and therefore being able to provide advice, but also by also attending university there is a support for each other physically on the campus. All of these influences are very
possible, however is seems unlikely that the opinion of family plays no part in the decision.
For some of the students when asked who they considered influential in their decision to attend university, they were unable to provide any group, or person who had influenced them. When the students were asked however what job they would like when they completed their studies, the jobs and careers they imagined themselves doing required the university education they were undertaking. Although not appearing to be able to identify an influencing factor, the decision to want a particular job and to then attend university for a number of years appears to require some amount of forethought. Whether students while they are still in secondary school are able to plan ahead towards a career without some involvement by family or friends is not identifiable in the material gathered for this study although it seems more likely than not that they will have received some form of encouragement.
Conclusion
Family it seems plays a different role in different families when the students are at university. For some families it seems that there is an ongoing financial support as well as emotional support while for other families it seems that the ability to offer full financial support is not possible while their children are studying. The students felt themselves supported by their families however they all held employment in order to provide for the costs of living. Out of all of the different forms of support there is a real concern that students once at university have difficulty with financial assistance through government allowances due to their parents’ income being over the acceptable threshold. How the government policy impacts on domestic students by setting assistance criteria based on parental income levels is potentially quite considerable given that nearly of the students interviewed held paid employment while studying. This distraction away from concentrating on studies has implications for the encouragement of participation in education.
Students realised that parents’ were there to support their decision to attend university and support them in ways such as providing a home to return to. For some this meant
remaining in the home, or moving home while they were studying, while for others there were trips home for family dinners. There seemed to be a noticeable difference between the situation of international and domestic students when they reported the types of support provided. Both groups have supportive parents however, the granting of financial support seemed more common amongst the international students than the domestic ones. Given that one of the careers councillors noted that some students have to go out to work to bring another income into the family, for these students there was no such pressure from their family although some had held employment while they were at school, and nearly all of the younger students also held employment while they were at university.
Although there are many different levels in the influence and support that families can have over children it appeared from the students in this study that the families of the students both supported their decision to attend university and were there to offer any support that they could. On top of this support however is the questions of the levels of influence that the family has over the actual decision to attend university. It was seen in an interview with an international student that in their family there was an overt and express expectation that university study would be undertaken, while other students said that their families expressed that they would be happy with whatever their children did as long as it was honest. It would seem that none of the students was going against their parents’ wishes or intentions by choosing to go to university and it is this point that perhaps highlights what the students did not expressly state, that their family can be influential in the decisions that are made regarding tertiary education.
It seems that family is one of the factors that has the ability to influence students both through the support and encouragement they give to their children while they are in compulsory schooling, and also from the earliest age, through to while they are actually participating in tertiary education. The type of support and involvement may vary between families, however it seems that there is an overall feeling of support felt by the students that may translate into influence over the decision despite students often failing to acknowledge to this. The following chapter discusses another of the influential groups who students spoke of during the interviews, and who should be of interest to policy developers looking for ways to encourage participation. Discussion
over peer groups provided some useful insight into the way in which young students sort themselves socially in ways to reflect their academic aspirations.
Chapter 6
Peer groups
Introduction
This thesis has so far addressed the impact that a number of factors can have on education options and the way that encouraging participation is approached. The interviews throughout the thesis have shown that people have the potential to be influential in the decisions made by others about education. Although policy is a strong and centralised way to affect change within the education sector as an entirety, family and staff at school (who are responsible for implementing policy) have been highlighted as two groups also with the ability to influence the decision to attend or not attend university. The interviews showed that while family provided some influence, the students in the study felt that the careers staff were of no influence or assistance in their decision. This chapter will consider a third group of people who create an influence on young people, their peer group. For the purposes of this chapter, peer groups refer to the broader group of students of a similar age, friendship groups refer to groups of friends, and in the context of the school, there are groups of classmates which reflect groups within the peer group sorted by the school into ability groups.
The aim of this chapter is to address the area of discussion regarding peer influence and how it was presented within the interviews with the students who volunteered in this study. The students at times made mention of the actions of their peers relating to the culture of the school or the expectations that were formed in groups regarding educational outcomes. While at school students saw a separation socially between those students who were perceived as likely to go to university and those who did not intend for this educational outcome. Whether this consciousness of class affects educational outcome is difficult to determine definitively from this research, however it would seem that the culture within a school could well be affected by the type of interrelations occurring between different groups.
This chapter will address the topic of peer groups and their influence over decisions to attend university. There seem to have been two main ways that students interacted: with members of their peer group, but also the interaction with between the school and the peer groups. Although this chapter discusses the importance of peer groups on decision making, for most people there will be a combination of factors that lead them to make decisions regarding their participation in tertiary education.