Transition to Higher Education

Abstract

Within a context of declining participation of Year 12 students in higher education, the processes whereby young people make the transition from high school to university or college of advanced education was examined. A social psychological model of academic attainment which linked social origins to school experiences, perceptions of others’ support, academic self-assessment, and aspirations and school results in Year 12 guided the analysis. Access to higher education was conditioned by class, sex, and geographical location, the effects of which were mediated by type of school attended, perceived encouragement from parents, teachers, and peers, views of own ability, career aspirations and orientations, and ultimately academic achievement. The process was different for boys and girls. While a father in a high-prestige job was a good predictor for boys, among girls those with fathers in low-prestige jobs were more likely to be tertiary entrants. Additionally, high academic self-assessment was a good predictor among female students, while school results in Year 12 formed a more important predictor among males.