One of the areas that appears to have been unique to the current study in comparison to other studies is that the students did not find their careers advice at school to be of any use or influence in their decision to attend university. Whether this was due to stronger influences or pre-extisting intentions to attend a particular university and pursue a particular field of study is not known. What did come through in the interviews however was an opinion on the part of the students that the type of information and advice that was available to them was not useful, and perhaps it can be argued was delivered to them too late. Boyd et al. (2001) also argue that careers advice being available at an earlier age than the final years at school would potentially be of more assistance for students, but argue that students from lower decile schools find careers advice useful in their decision making regardless of when it is delivered. It would seem that the tours around university campuses and discussions about university study may have been reserved by the schools in this study until the senior school level which excludes a lot of students who exit the school system at an earlier age. This is particularly important in light of the argument advanced by Vaughan that students now have to make their career decisions at an earlier age (2003).
The careers advice that was offered to the students seems from the interviews conducted with the staff to have been of the nature of providing a centralized place within the school that careers information could be kept but which did not outwardly appear to encourage students into particular career choices. During the interviews the teachers noted the reality that some students despite their aspirations would not achieve the careers they wanted, and it was indicated that this was sometimes due to factors outside academic issues, a point not unique to this study (Hawk and Hill, 1996). These factors include having to find employment in order to provide income for family rather than being able to take time to pursue further studies. Family expectations such as these with the potential to affect tertiary education participation seem more likely to be experienced by students from lower SES backgrounds than their higher SES counterparts given students from higher SES families are less likely to be required to contribute financially to a family unit. It is also a potential factor of
consideration for careers teachers who, although they do not acknowledge it, may aim at non-university career advice for some students due to pre-conceived ideas about their ability and likely career outcomes.
It would seem that students generally had concerns over the type of careers advice they were given while they were at school, and also the policies that were available to offer financial support. These two areas which are largely institutionally based appear to have both the potential to offer the most support, however, also seem to be the most problematic. Although it was expected at the outset of the research that careers advice gained while at school may have provided a type of influence or support for the decision to attend university, the feedback from the students indicated that they gained very little of use from their experiences. The fact that the students found little of use in their careers guidance may indicate that they have failed to attribute any importance to what they were told despite the advice actually being of use, or it is possible that the students formed their intentions of attending university prior to any careers information being provided to them. James (2002) and Boyd et al. (2001) argue contrary to this and highlight that staff can be influential although not seen in this study. If this latter option of early selection was the situation, and it would seem that this may well have been the case, then it could be seen that the students had little to gain from any subsequent information that was given to them and accordingly may not have considered careers advice useful. This area of secondary education, although requiring further investigation may highlight an area of teaching that needs to be addressed in order to be more effective in presenting to students the possibility and value of attending university. One of the implications should this occur may be that teachers, in order to encourage more students to pursue a university education need to introduce the possibility of university at an earlier level of their education (Vaughan, 2003) and perhaps use other strategies such as greater family involvement (Boyd et al., 2001). Currently it would seem that much of the exposure to university study happens during the senior schooling years, if this were moved to a more junior level of school students are less likely to have chosen their careers, and more students would be reached as they are less likely to have exited the education system.
The issue of peer groups and the influence that they have over members of the group was acknowledged in this thesis as lacking in much education based research. While the students did not directly indicate that their peers influenced them in their decision to attend university, for those students participating in university it was apparent that their friends tended to also have attended university and shared this goal while they were in secondary education. It can be assumed therefore that other friendship groups experience situations where no one in the group attends university after they complete their schooling. Grouping in a voluntary way such as this may indicate that students sort themselves based on finding similarities amongst themselves which is supported in the theory of Bourdieu (Bourdieu, 1990), and reflected in the work by Ball on class differences to education in England (Ball, 2003). Within the chapter the ability to create groups based on similarities is described through examples of students noting differences between themselves and their friendship group, and other people. Although different groups do present themselves in different ways, there was a possibility discussed in the chapter that with these outward appearances students are able to identify certain non-physical characteristics such as family situation and educational aspirations through hair styles or body piercing. This trend was reflected in an American based school study by Brantlinger (Brantlinger, 1993) which also saw that students sorted themselves based on external appearances but were able to explain non-visual characteristics from these appearances.
Although students group themselves in such a way that seems to reflect educational aspirations, there exists within these groupings the potential for students to exercise their position within a peer group to actively discourage students away from university. This was presented as a possibility in an Auckland based study (Hawk and Hill, 1996), and although not discussed by the students in the current study does seem a possibility that requires consideration in any future work that attempts to find if peer influence can be used to positively influence participation rates in tertiary education. The school provides the location for much of these influences to occur as is illustrated in the AIMHI study (Hawk and Hill, 1996) as it was the location for bullying and name calling to be used to discourage students from wanting to achieve academically in that study. It is however also the field within which the pedagogic decision to
stream by ability can be implemented (Nash, 1999). The move by schools to consciously group peer groups into ability groupings may reinforce already held beliefs about their academic ability (Boaler et al., 2000), the effects of which may lead to academic success or failure depending on the placement of the students. Some of the interviewees reported feeling that there was an expectation that the upper academic classes or more academic students would achieve and that the school did not have to worry as much about them which allows the school to place more focus on the other students. Messages such as this are received by students and affect their perception of their ability and also what is expected of them (Bourdieu and Passeron, 1990, Nash, 1999). For the students in the upper classes there was also sometimes the feeling that the school did not expend the same resources on them as other classes because they were considered the ones not needing attention. The school can therefore send many varied messages to the students through the approach taken by the institution.
While it seems that each of the different areas focused on in this thesis has the ability to influence students, it seems likely that if the same message is presented to the individual by four different influential areas of their lives this would serve to reinforce the message rather than working contrary to each other. The careers teachers in some ways addressed this in their chapter when they talk of trying to involve parents in the schooling of their children so that they are aware of what the school is providing in relation to careers and non-compulsory education opportunities. The peer groups too interact with the school through placement in certain classes but also through the perception that different groups within the school peer group are treated differently by the school. Students spoke of feeling that some students were treated in different ways in this current study, and still others in another study had different things expected of their academic ability depending on the way in which they had been academically streamed (Boaler et al., 2000). Overall peers seem to have a strong ability to influence each other given the long amount of time they spend the company of each other. From the perspective of encouraging participation it would seem difficult however to target peers as being able to influence decisions, although fostering the message of academic success as socially acceptable and desirable may have some impact, and encourage students to encourage each other. Nevertheless it is
an area in which further research would prove useful to identify the extent of peer group involvement in education related decision making.