The Facilitation of Attainment Aspirations

Abstract

Within the context of the restructuring of higher education and possible changing perceptions about the benefits of higher education among those involved, the impact of selected structural and social psychological variables upon the transition of a group of young people from Year 12 of high school to higher education and/or the workforce is examined. The data reveal that the transition from high school to tertiary education is dependent upon social origins, prior school achievements and aspirations as well as on the processes of interpersonal encouragement and academic self-assessment. Such dependence differs between the sexes. Specifically where educational aspirations are constant social background is more important for men than women while perceived encouragement from significant others, academic self- assessment and academic achievement are more important for women.