Corrigendum to “Love, Money, and Status, or Personal Growth? A Survey of Young Emirati Women’s Educational Aspirations” [GESPR 1(1) (2020) 73–90

The United Arab Emirates has been in the spotlight in recent years in light of its rapid growth and development. A key area of interest is the expansion of education, especially higher education for women, which has witnessed enormous growth in the last decade. However, despite the rapid increase in female higher education enrollment, women’s labor participation remains low, leading to questions on why highly educated young women are not in employment. This study investigates the incongruence between the growth of female attainment of higher education and women’s career inactivity over the last decades. To explore this mismatch, the study examines Emirati women’s perception of the role of higher education, analyzed through examining their educational and career aspirations and the correlations between these two. The study finds that for Emirati women, education is not always a means to an end, but simply the end itself. For some women, education is related to supplementing personal growth and contentment. The findings suggest that Emirati women aspire to further their education, especially through earning doctorate degrees. However, they do not necessarily connect their education to their intended future occupation. The findings provide an alternative explanation of the disconnect between women’s educational outcomes and labor market participation and provide insight into Emirati women’s choice to remain unemployed.

In the intricate network of factors that influence teacher engagement within the classroom, educational aspirations stand as potential critical predictors. These aspirations, which could be defined as the goals and objectives set by educational institutions or by the teachers themselves, could serve as a guiding force, steering the level and quality of engagement teachers display in the class. This essay explores the hypothesis that educational aspirations could indeed be potent predictors of teacher engagement, delineating the pathways through which aspirations mold teachers' dedication, enthusiasm, and proactive involvement in the educational process. Initially, it is fundamental to understand that educational aspirations are a two-pronged entity - encompassing the macro-level aspirations set forth by educational boards and policies, and the micro-level aspirations nurtured by individual teachers for their personal growth and the academic progression of their students. These aspirations, when clearly articulated and aligned, can act as a catalyst, propelling teachers towards higher levels of engagement in class. From one perspective, aspirations can foster engagement by instilling a sense of purpose and direction. When teachers are driven by well-defined goals - be it enhancing student literacy levels, fostering critical thinking skills, or nurturing holistic development - their engagement in class is naturally heightened. They are more likely to invest time and effort in devising innovative teaching strategies, engaging in continuous learning, and fostering an environment that is conducive to achieving these aspirations. Furthermore, educational aspirations often encapsulate the ideals of inclusive and equitable education. Teachers working towards these aspirations are likely to be more engaged, as they strive to create classrooms where every student is given an opportunity to thrive. This inclusive approach not only fosters positive student outcomes but also enriches the teacher's experience, as they find fulfillment and satisfaction in witnessing the growth and development of their students. Moreover, educational aspirations can foster a collaborative spirit among teachers. As they work towards common goals, there is an enhanced sense of community and collaboration.

This article reports findings from an impact study of a 2-year postsecondary academic program offered in state prisons. Outcomes examined for participants during their 1st year of participation include performance on a standardized test of critical thinking skills, credit acquisition, achievement motivation, educational aspirations, personal development, and institutional (prison) climate. A cluster randomized design was used in which prisons in six states were randomly assigned to implement the Correctional Education Association College of the Air (CEA/COA) program or control programming. Analyses show that students in the CEA/COA program had average critical thinking scores that were about three fourths of a point lower, as measured by the Collegiate Assessment of Academic Proficiency (effect size = −.14), and acquired on average approximately two fewer credits (effect size = −.43) than students from control sites after 1 year. There were no significant group differences associated with educational aspirations, achievement motivation, personal development, and institutional climate measures.

American Indian (AI) women participate in and complete higher education at better rates than AI males, yet both are underrepresented and unlikely to persist. This study examined the role of factors such as demographics, future goals, individual attributes, family background, precollege educational experiences, values, religion, and culture on AI women's educational aspirations. Findings indicated that aspirations primarily resulted from the desire for a better quality of life, personal growth, and stability for themselves and their immediate and extended families. The women, most of whom had completed either an associate's or a bachelor's degree, wanted to be role models and improve the lives of others—immediate and extended families, and tribes. For these women, a strong aspiration for higher education, resulting from religious- and family-instilled values, resulted in the decision to enroll and to complete some level of education.

This paper is a critical review and synthesis of the research on the association between student-faculty informal, nonclass contact and various outcomes of college. Relevant investigations are summarized according to sample characteristics, independent and dependent variables, statistical or design controls, and findings. A synthesis of the results indicates that, with the influence of student preenrollment traits held constant, significant positive associations exist between extent and quality of student-faculty informal contact and students’ educational aspirations, their attitudes toward college, their academic achievement, intellectual and personal development, and their institutional persistence. Methodological problems and issues in the existing body of evidence are discussed, and directions for future research are suggested. A conceptual model to guide future inquiry in the area is offered and discussed briefly.

This thesis examines the relationship between shame and educational aspirations. As a study into the motivations of adult learners it supplements literature which shows that adults return to study out of concerns over employment and career opportunities, changes to personal circumstances, and treats o self-esteem, personal-development and social status. While there is no sense in which I am critical of these findings, I would argue they tend to overlook, or certainly understate, the influence that shame-anxiety may have upon these judgements. Giddens' (1991:163) definition of shame constitutes the focal point of my thesis in that the desire of an education can stem from the threat shame presents to the coherency of identity. Four arguments flow from this. Firstly, I show that shamefulness ensures that education remains what Munns, Nanholy and Thomas (2000) refer to as 'unfinished business', - that is, as something to which the participants are compelled to return. Secondly, I show that their determination is indicative of education's capacity to instil feelings of personal virtue and I adopt an Aristotelian ethical framework in order to develop this claim. I then focus upon two men who have chosen to drop out of university and I argue that education is more likely to be abandoned when its activity is no longer integral to maintaining a productive and meaningful identity. Finally I turn my attention to family life. Have established that shameful feelings are inseparable from the value attributed to education, I show how familial expectations produce a sense of failure in those without tertiary qualifications. The study focuses upon the life-experiences of eight mature age students, all of who returned to study via preparatory courses offered within the TAFE (Technical and Further Education) sector of an Australian university. All took part in an extended interview focussing up on their employment, education, and family experiences. These show that the participants' biographies are marked by deep and abiding feelings of personal inadequacy which are redressed through tertiary education. As an inquiry into the joys and sorrows of mature age study, it illustrates that value of life-long learning, measured not so much in instrumental terms, but as a struggle for meaning, dignity, and human happiness.

In aiming to support school-based outdoor learning opportunities, this paper critiques the extent to which Deweyan and neo-Aristotelian theorising is helpful in highlighting how personal growth and practical wisdom gains can be realised. Such critique is necessary, as there are signs of an implementation gap between practice and policy, which is made worse by a lack of conceptual clarity about how educational aspirations can be dependably achieved. Dewey’s habit-forming social constructivist emphasis on learning and problem-solving is reviewed and the prospects of a neo-Aristotelian conception of human flourishing, which recognises that virtues are nurtured as moral sensitivities, are then considered. Concerns that Dewey’s writings are often vague on how ideas can be operationalised and criticisms that Aristotle’s educational thoughts rather over-privilege cognition relative to emotions are also addressed. The article concludes by teasing out suggestions on how Deweyan and neo-Aristotelian ideas on learning might coherently inform curriculum planning and pedagogical practices.

Migrant-background youth travel often to their or their parents’ country of origin, yet little is known about how such trips affect their personal growth. These trips have either been ignored or analysed through concepts of belonging or identity. By contrast, studies on international education and travel and tourism, which commonly focus on youth without migration background, highlight positive personal impacts of experiences abroad. This paper applies a personal growth lens to analyse how visits to the origin country impact Ghanaian-background youth living in Belgium. Drawing on 18 months of ethnographic fieldwork in Belgium and Ghana with 25 young people, we show how such trips stimulate self-confidence and aspirations. Self-confidence is strengthened through favourable treatment and access to luxurious spaces that make youth feel special. Young people develop educational and career aspirations after comparing opportunity structures they face in Belgium with their experiences in Ghana and engaging with Ghanaian role models.

This study examined how a Creative Arts Initiative (CAI) outreach program could develop aspirations for higher education among students from low-SES backgrounds in Western Australia. Using the lens of bio-ecological systems and social capital frameworks, the Creative Arts program was examined as a facilitator of interactions between students and embedded social resources. The proposed model suggests a process where accessed resources can be mobilised into capital and activated as required to aid students’ transitions into higher education. We hypothesised that mentors and role models as embedded resources would help students in low-ICSEA schools to build creative arts skills and competencies and acquire ‘real-world’ information about post-school university participation. Focus group data were collected from 28 participants in four schools. Students reported positive interactions with role models and mentors and personal development. Data analysis identified opportunities for acquisition of new skills and for mobilising resources into capital. Findings support the proposition that mobilisation and activation of newly acquired capital increase students’ navigational capacity to achieve desired post-school goals. Resource-rich outreach programmes can be useful to engage students in learning, to acquire technical and interpersonal skills, for personal development, and as an activation tool for social and cultural capital to aid in post-school transitions.

This study explores the preferences of undergraduate students in Bharatpur, Chitwan, regarding higher education abroad, aiming to identify key factors influencing their decisions. Data were collected from one hundred and twenty six students aspiring to pursue international education through a structured online questionnaire disseminated via social media platforms such as Facebook and Instagram ,and correlational research design is applied. The twenty-item survey examined factors including economic considerations, career prospects, personal development, and global exposure. Descriptive statistics outlined respondents’ demographic profiles, while correlation and regression analyses assessed the relationships between influencing factors and students’ preferences. Reliability and validity tests confirmed the robustness of the instrument, with Cronbach’s alpha indicating strong internal consistency. The findings provide valuable insights into the motivations behind students’ aspirations for international education, highlighting the importance of informed career guidance and policy support. This study contributes to understanding the evolving educational aspirations of Nepali students in the context of globalization.

In contemporary society, addressing the evolving needs of youth is paramount for fostering resilient, empowered, and capable leaders of tomorrow. The process begins with a comprehensive needs assessment, which serves as the cornerstone for developing effective curriculum tailored to their unique requirements. This review delves into the intricate process of conducting a needs assessment for youths and subsequently crafting a curriculum for leadership development initiatives. A needs assessment for youths entails a multifaceted approach that encompasses various dimensions of their lives. It involves understanding their socio-economic background, educational aspirations, career goals, interpersonal skills, and community involvement. By employing qualitative and quantitative research methods such as surveys, interviews, focus groups, and observation, stakeholders gain insights into the diverse needs, challenges, and aspirations of youths within their specific context. Upon completion of the needs assessment, the gathered data serve as the foundation for designing a targeted curriculum for youth leadership development. The curriculum aims to address identified gaps and empower youths with essential skills, knowledge, and attitudes necessary for leadership roles. It integrates elements such as communication skills, critical thinking, problem-solving, emotional intelligence, teamwork, and cultural competency, tailored to the developmental stage and cultural background of the target audience. The curriculum development process involves collaboration among educators, youth advocates, community leaders, and relevant stakeholders to ensure its relevance, effectiveness, and sustainability. It follows a systematic approach, including curriculum design, implementation strategies, resource identification, and evaluation methods. The curriculum is designed to be interactive, experiential, and engaging, fostering active participation and ownership among youths. Key components of the curriculum include leadership theories, self-awareness exercises, goal setting, conflict resolution techniques, ethical decision-making, community engagement projects, and mentorship opportunities. It embraces a holistic approach that nurtures youths' personal, academic, and professional growth while instilling values of social responsibility and civic engagement. The curriculum is adaptable and responsive to the evolving needs and dynamics of youths and their communities. Regular assessments and feedback mechanisms enable continuous improvement and refinement, ensuring its relevance and effectiveness over time, the curriculum is designed to be inclusive, accommodating the diverse backgrounds, abilities, and perspectives of all participants. Working on needs assessment for youths and subsequently developing a curriculum for leadership development initiatives is a multifaceted and dynamic process. It requires a deep understanding of youths' aspirations, challenges, and contexts, coupled with collaboration, innovation, and adaptability. By empowering youths with the necessary skills and opportunities, such initiatives contribute to building a generation of capable, empathetic, and visionary leaders poised to address the challenges of the future.

The study aimed to identify patterns of adult role combinations across the transitional domains of housing, educational attainment, work, partnership, and parenthood at age 27, and to investigate their antecedents and concurrent psychosocial well-being correlates. Data were derived for 354 Finns (born in 1959) from the Jyväskylä Longitudinal Study of Personality and Social Development. Three latent classes were identified: Work-orientation with delayed parenthood ( WO ; 46%; completed adult transitions of independent living, education, work, and partnership), Traditional work and family (35%; completed all five adult transitions), and Academic track with no children ( AT ; 19%; completed independent living, education, work, and partnership transitions). Individuals in the Traditional pattern were more likely to be women, whereas individuals in the AT and WO patterns were more likely to be men. The socio-economic status (SES) and structure of the family of origin did not differentiate the patterns, but individuals in the AT pattern had had higher school success and educational aspirations in adolescence than those in the other patterns. Early adult life satisfaction and career stability were higher, and depressive symptoms and binge drinking lower in the Traditional pattern than in WO . Life satisfaction was also higher in AT than in WO .

This study delves into the migration patterns of Nigerian immigrants in the United States, exploring their motivations and the hurdles encountered during the integration process. Utilizing a qualitative approach with snowball sampling, data was gathered from 22 Nigerian immigrants across diverse demographics. Thematic analysis conducted using NVivo revealed that aspirations for higher education, economic betterment, and career advancement are pivotal factors propelling migration, reflecting a quest for personal and professional development. Integration challenges identified include cultural adaptations, experiences of discrimination, and employment-related struggles, particularly notable among recent arrivals. The findings emphasize the importance of acknowledging the intersectionality of identity politics and cultural retention within the context of migrant integration, highlighting the resilience and agency of Nigerian immigrants. This study underscores the need for inclusive policies and community engagement to foster mutual development and empowerment. By centering the voices and experiences of Nigerian immigrants, the research contributes significant insights to the existing body of knowledge on migration dynamics and integration challenges, offering a foundation for informed policy decisions that promote a more inclusive and equitable society.

This dissertation investigates how museums can serve as dynamic platforms for lifelong learning and cultural engagement through the integration of perennialist educational philosophy. In an era where demographic shifts and societal changes highlight the importance of continuous personal and social development, museums are positioned as pivotal institutions for cultural education. This study delves into the application of perennialist principles—emphasizing timeless truths, ethical values, and critical thinking—to enhance museum programs, thereby fostering deeper, more impactful learning experiences. Through qualitative research involving in-depth interviews with museum professionals, educators, and visitors, the study elucidates how perennialism can shape museum educational strategies to meet the needs of a diverse aging population, facilitating not only knowledge acquisition but also active cultural participation. Findings suggest that museums, by adopting perennialist approaches, can effectively cater to the educational and cultural aspirations of adults, promoting a nuanced understanding of culture and history that encourages lifelong learning and active community involvement. This research contributes to educational practices by providing insights into the integration of enduring educational values in museum settings, offering a model for other educational institutions aiming to enhance adult education and cultural engagement.

Aspiration formation is an important milestone in the cognitive and personal development of children, influential in directing their life pursuits entering adulthood. Educational aspirations are particularly prized, and subsequently nurtured, within Western societies. For Indigenous children, connection to, embrace of, and security in one’s indigeneity has been shown to be conducive to more favorable maturation, educational outcomes, and emotional and physical well-being. This chapter employs quantitative data from the Longitudinal Study of Indigenous Children Wave 8 K cohort to examine how cultural identity influences the secondary school completion aspirations of 499 Aboriginal and Torres Strait Islander and/or Torres Strait Islander children aged 10.5–12 years. The authors find that Indigenous children who are comfortable in their indigeneity, particularly in the classroom, are more likely to desire to complete their secondary education. These findings support the need for further awareness and more support by teachers of Indigenous children.