School Choice Research Articles

Parental influence on career choice in Jos North Islamic Secondary Schools, Nigeria

This study sought to analyzed parental influences on career choice in Jos North Islamic secondary schools. A sample of ten schools was selected using simple random sampling technique and total of 323 student participated in the research. The data obtained was analyzed using descriptive and inferential statistics. The result shows that there is positive but non-significant relationship between parental religiosity and career choice of their children. The result also reveals that there is positive and significant relationship between parental socio-cultural and economic influences and their children career choices at 5% and 10% significant level respectively. The study recommends the need to uplift career counseling unit in Islamic secondary schools. It also recommends the development of good relationship between parent and school counsellors towards guiding the students to Islamic career choice preference.

Students’ Perceptions of Factors Contributing to a Happy School Environment in Iran

Abstract Background School is not only a place for acquiring academic skills but also a social environment where students develop emotional abilities and awareness. Prioritizing well-being in schools can foster confidence, satisfaction, and emotional awareness among students, contributing to their lifelong success and mental health. Objective This research hypothesizes that students will emphasize the importance of individual choice, autonomy, and enjoyment in school, along with a desire for more meaningful activities beyond academics. The study aims to investigate adolescents' perceptions of a happy school and the strategies they believe are effective for fostering this environment. Method Employing a purposive sampling approach, the researchers conducted indepth, semi-structured qualitative interviews involving 41 middle and high school students in Iran to explore their perspectives on the factors contributing to their happiness within an educational setting. Through phenomenological data analysis, four principal themes and thirteen subcategories emerged. Result The main themes included: (1) Enhancing overall health; (2) Creating schools with collaborative decisionmaking; (3) Fostering a love of learning; (4) Supporting joy and well-being in school. Conclusions The identified themes provide new, valuable insights for improving school climate, particularly in relation to student happiness and promoting positive mental health and optimal performance among students.

Educational Inequality and Household Dynamics in India: Exploring the Role of Caste Capital

The article uses caste capital as a conceptual tool to analyze educational inequalities by looking at the household-level differences and school differentiation among different caste groups in eastern Uttar Pradesh, India. Caste capital is the social, cultural, and economic assets associated with the hierarchical ranking of a group, which privileged groups could utilize to take advantage of disprivileged others. This includes an informed and conscious effort to create a cultural environment that values and prioritizes education for social and economic advancement. Based on a field survey at the household level, the findings indicate a strong connection between caste, household type, and school choice. The pattern of educational inequality becomes evident whereby individuals from higher caste backgrounds with more affluent households tend to have better educational opportunities. The findings show how caste hierarchy intersects with school choice, creating a hierarchy of educational opportunities producing and reproducing educational inequalities.

Pop Culture Media as Curricular Text: Designing an Interdisciplinary Undergraduate Seminar Using Abbott Elementary

Abbott Elementary, the Emmy-award winning mockumentary-style comedy television show, chronicles the day-to-day efforts of a group of teachers in a Philadelphia public elementary school who, despite the odds stacked against them, are determined to help their students succeed. With humor and heart, the show also uncovers some of the larger policy issues at play in U.S. urban public education, such as teacher shortages, school funding, and school choice. This essay describes the development of an interdisciplinary Honors seminar for undergraduate students at a large, public university in the Midwest U.S. that used episodes of Abbott Elementary as a central curricular text to support students in analyzing current policy issues in urban education. Drawing on Giroux’s concept of media as public pedagogy, this essay details how the course design employed a critical intersectional multiculturalism cultural studies approach to create opportunities for students to engage in a multiperspectival analysis, including (1) an understanding of political culture, (2) textual analysis, and (3) audience reception. Implications and recommendations are made for selecting and integrating popular culture media as curricular text in interdisciplinary coursework.

Brand Trust, Perceived Quality, and Parental Decision-Making: A Study of International School Selection in Chiang Mai

Background and Aim: This research investigates the factors influencing parents' decision-making process when choosing international schools in Chiang Mai Province, Thailand. With the increasing popularity of international education in Thailand, understanding the key determinants of school choice is crucial for both parents and educational institutions. This study focuses on the impact of brand trust and perceived brand quality on parental decision-making, aiming to provide valuable insights for school operators and stakeholders to develop competitive strategies and enhance educational services. Materials and Methods: The study employs a quantitative research design with a convenience sampling technique. Data is collected from parents of children attending or considering 21 international schools in Chiang Mai through a structured online questionnaire. The questionnaire assesses brand trust, perceived brand quality, and their influence on the school choice decision-making process. Multiple regression analysis is used to examine the relationships between these variables. Results: The findings reveal that both brand trust and perceived brand quality significantly influence parental decision-making. Brand trust emerges as the strongest predictor, indicating that parents prioritize the credibility and reputation of international schools. Perceived brand quality also plays a crucial role, as parents associate high-quality brands with superior educational outcomes. The study demonstrates that these two factors collectively account for a substantial portion of the variance in parental choices. Conclusion: This research confirms the importance of brand management for international schools in Chiang Mai Province. By focusing on building brand trust and enhancing perceived brand quality, schools can effectively attract and retain students. The study's findings offer valuable guidance for school administrators and marketers in developing targeted strategies to meet the evolving needs and expectations of parents in the international education market.

Homeschooling as an extension of school choice in the Czech Republic after the COVID-19 pandemic?

ABSTRACT The aim of the study was to examine the homeschooling and its recent development in Czechia as part of the school choice debate. The study analyses the different attitudes towards homeschooling among different groups within the Czech population and the underlying demographic, socio-economic, and ideological factors that may be behind these differences, as well as analysing the impact of the COVID-19 pandemic on this form of education in Czech society. The analysis of the nationally representative data shows that public support for homeschooling increased significantly after the COVID-19 pandemic, reaching its highest level in 2023. We found that the typical supporter of homeschooling tends to be a younger, highly educated person who lives in the large city or in its suburbs, is committed to democratic and liberal principles, is critical of totalitarian systems, and sees the legal possibility of homeschooling as an extension of the existing school choice.

Impact of integrated marketing communication strategies on choice of higher education institutions

In today’s fiercely competitive realm of higher education, Integrated Marketing Communications (IMC) have emerged as a crucial approach for institutions to effectively connect with prospective students. This study examines the influence of IMC strategies on students’ choices of higher education institutions (HEIs) in Bangalore, India. Using a descriptive research design, data were gathered via a structured questionnaire from a sample of 384 students. The findings reveal notable disparities in perceptions of IMC based on gender, academic discipline preference, and institution type. Interestingly, age does not yield significant differences in IMC perceptions. A positive correlation (0.632) between IMC perceptions and choice of HEIs underscores the importance of customized strategies in attracting and engaging students. IMC strategies such as digital marketing, social media engagement, content marketing, alumni engagement, and student ambassadors significantly influence the choice of HEIs with the variance of 0.315, 0.523, 0.394, 0.619, and 0.298, respectively. Further, IMC strategies such as digital marketing, social media engagement, alumni engagement, partnership with influencers, and student ambassadors significantly influence the selection of disciplines with the variance of 0.298, 0.642, 0.497, 0.421, and 0.234, respectively. In essence, this study emphasizes the pivotal role of effective IMC strategies in higher education choice decision-making and provides actionable insights for institutions seeking to refine their marketing approaches.

The problem of educational choice in senior secondary education: the ACT as a case study

AbstractHow students select subjects and pathways in senior secondary education and beyond has long been regarded as a significant social justice issue as a result of contention regarding the value of more or less academic and vocational options. This paper examines these issues through a discussion of the notion of educational choice and the history of senior secondary reform in the Australian Capital Territory (ACT), an educational system established in the 1970s with the express purpose of enhancing educational equity through supporting student choice and flexibility through school-based curriculum and assessment. The paper highlights the complexity of questions subsumed under the umbrella of educational choice, which encompass not only the reproduction of inequality but also student agency and self-making and intersect with debates about equity and curriculum form. It shows how the intent of the ACT system to ensure equally valued subject choices in schooling has since its inception existed in constant tension with a parallel emphasis on university pathways and that the system has over time evolved from one dedicated to the idea of curriculum diversity and responding to individual and community needs to one in which centralisation and standardisation are beginning to take precedence. This history raises important questions about the equity implications of centralising and decentralising curriculum forms and what they enable and constrain in shaping young people’s futures.

Are Hybrid Schoolers Reluctant to Participate in Private School Choice Programs? Experimental Evidence from a National Sample of Hybrid School Leaders

ABSTRACT Private school choice programs are publicly-funded programs that provide families with funding to attend a private school of their choice. Since 2021, 15 states have enacted or expanded choice legislation, even making homeschoolers eligible to participate. However, homeschoolers are often reluctant to participate due to proposed regulations. We survey a national sample of hybrid school leaders, a sector that shares similarities with homeschoolers in modality, and randomly assign hypothetical regulations to them. We find that 65% are willing to encourage participation in the absence of regulations, but regulations reduce leaders’ willingness to encourage participation by about 31 points.

Black Homeschooling: A Response to Racialized Educational Terrain

ABSTRACT This paper explores how Black parents’ school choice, particularly through homeschooling, intersects with the racialized educational terrain. Challenging the view of homeschooling as solely market-driven, the literature review emphasizes race, class, and gender’s roles in this decision-making. Unlike Averett and Stewart, who focus on gendered and racial dynamics in school choice, this study proposes Diamond’s racialized educational terrain and Cooper’s motherwork as frameworks to understand Black homeschooling. This paper aims to shift theoretical perspectives on Black homeschooling, advocating for a more nuanced, intersectional approach to studying school choice.

Settling for a “good enough” school: contradictions of middle class reproduction in a small town in illiberal Hungary

Abstract The politics of the Orbán regime, in power in Hungary since 2010, are reshaping the possibilities for middle class reproduction and social mobility, as revealed through our analysis of parental dilemmas around school choice and future aspirations in a peripheral small town. As the main targets of re-industrialization and an important voter base for the regime, small towns are particularly relevant localities for studying the transformations of middle-class reproduction. Globally, anxieties over class reproduction pushes parents to invest more intensely in their children’s education, whereas increasingly worrying about the detrimental effects of related pressures on their child’s well-being. In small towns in the global semi-periphery, parental dilemmas around schooling appear in a particularly acute form due to the limited possibilities for social advancement, the high financial and emotional costs that mobility requires, and the racialised dimension of localised class relations. We contend that policies of the Orbán regime, such as the ‘churchification’ of education and the privileging of technical middle schools, have further reshaped local possibilities and routes of advancement. The tension between the pervasive promise of middle-class advancement through education and the locally rooted assessment of realistic employment possibilities exposes the contradictions of the current regime and helps to grasp the localised consequences of its socio-economic re-engineering. As in the studied context class is strongly racialised, we examine the strategies and dilemmas of middle class parents of the ethnic majority, and Roma parents who aspire to become middle class in a relational way, revealing how ethnicity further complicates middle class reproduction in Hungarian peripheral small towns.

Persistence and variation of schools as housing amenities

Research from the 1980’s to early 2000’s documents that home values reflect characteristics of neighborhood schools, but recent shifts in education and housing could be changing these patterns. In this paper, I first revisit an old question: how are neighborhood school characteristics capitalized into the value of housing? I then ask, how has this capitalization effect changed over time? In particular, I explore variation from 2008–2023, a period marked by rapid change in school choice, recovery from a housing bust, pandemic-related disruptions, and an increasingly competitive housing market. I use a boundary discontinuity design to compare property sales on either side of elementary school boundaries and explore variation in the capitalization of a variety of school characteristics across years and school and housing conditions. Overall, I document average patterns that are highly consistent with past literature, where test scores and student racial and socioeconomic demographics significantly affect housing sales prices but measures of school growth do not. I also find that the capitalization of test scores and student demographics varies over time, coinciding with the prevalence of school choice and the competitiveness of the housing market.

The Role of Math and Language Performance in Explaining the Gender Gap in STEM Major Choice. A Test for Germany

Abstract Across the globe, women choose science, technology, engineering, and mathematics majors (STEM) less often than men. One frequently suggested explanation of this gender gap is that women perform less well in math and better in language than men in secondary school and have a comparative advantage in language. Studies for the Anglo-Saxon context have only found weak support for this school performance explanation due to small gender differences in math performance and comparative (math-to-language) grade advantages and weak effects of comparative test advantages on STEM major choice. We aim to contribute to the literature by assessing the role of math and language competencies and grades in explaining the gender gap in STEM major choice for Germany, a country with considerable gender differences in math and language performance. Decomposition analyses of the gender gap in STEM major choice in higher tertiary education among upper secondary students from the German National Educational Panel Study show that math and language performance can explain nearly half of the gender gap in STEM major choice. The role of math competencies and grades in the German language proves especially important due to substantial gender differences herein and strong effects on the likelihood of STEM declaration. Our findings suggest that in contexts with strong gender differences in math and language performance, prior school performance can to a large extent explain women’s underrepresentation in STEM university majors.

Pursuing systemic improvement through heterarchical school systems: A case of educational resources

AbstractEngland's schooling landscape is being remodelled and the move from hierarchical to heterarchical modes of governance has implications for systemic change strategies. Balancing local and networked autonomy with centralising policies complexifies choices for schools, creating tensions that this article explores through the context of curriculum resourcing policies. In particular, we consider the contemporary case of mathematics textbook schemes in England's heterarchical school system, comparing them with an earlier resource‐driven systemic change programme—the National Numeracy Strategy—which was implemented in a more hierarchical governance system. Drawing on key ideas from implementation science and data from a Wellcome‐funded study of primary teacher professional learning in mathematics in England, we exemplify the challenges of implementing centralised improvement policies in a nominally schools‐led, self‐improving, heterarchical education system. Each of the 19 participating schools had evolved a bespoke curriculum, and these hybridised ‘mashups’ of different resources were enacted with varying degrees of fidelity by teachers. We discuss the implications of this comparative case for systemic improvement, both in the use of educational resources and for policy implementation more generally.

Playing the game of selectivity: The normalisation of merit and invisibilisation of advantage in students’ admission into competitive schools

Students’ beliefs in schooling to achieve opportunity have been well documented in the school choice literature. How students make sense of successful entry into competitive and high-demand schools via high-stakes entrance exams is less researched. High-demand schools, including both public and private schools, can utilise entrance exams to enrol their students. This paper aims to contribute empirical and conceptual insights into school selectivity by tracing the experiences of students as they navigate exams into selective and high-fee private schools, to broaden understandings of how competitive school admissions processes can impact students. Interviews reveal that many students are motivated to achieve occupational opportunities through admission into competitive schools. Influenced by their families, all participants undergo private tutoring and exam coaching to prepare for entrance exams, from a few months to 8 years. Long-term tutoring, repetitive test-taking and applying for multiple high-demand schools both simultaneously and consecutively constitute ‘playing the game of selectivity’, an experience from which students develop conceptions of merit that normalises these processes. Such conceptions of merit include individualistic strategies that render invisible their own sense of economic advantage relative to others.

A Prospective Cohort Study on Metamorphosis of Peptic Ulcer Dynamics: Insights into High Risk Paramedical Students Transformed Knowledge, Lifestyle and Symptoms Pattern

Background: This study explores the epidemiology of Peptic Ulcer Disease (PUD) among resident students in Komarapalayam, India, with the aim of increasing awareness, identifying influential lifestyle factors, and assessing intervention effectiveness. Methods: A comprehensive nine-month prospective cohort study involving 404 paramedical students aged 17-28 was rigorously conducted. Data collection included a meticulously validated questionnaire, high-risk subgroup identification, and the implementation of educational interventions. Statistical analyses maintained a significance threshold at p ≤ 0.05. Results: The study findings revealed a striking contrast. While the actual incidence of Peptic Ulcer Disease was lower than anticipated, the prevalence of prodromal symptoms was surprisingly high. This underscores the critical need for early symptom identification. Tailored educational interventions exhibited great promise in improving PUD comprehension. Lifestyle choices played a substantial role in susceptibility, with hostellers experiencing the highest PUD prevalence at 10.3%— the efficacy of symptom-based assessments extended beyond healthcare domains. Conclusion: This investigation underscores the urgency of early symptom recognition, personalized education, and proactive health-oriented choices to mitigate the onset of Peptic Ulcer Disease. It highlights the merit of symptom- based assessments and emphasizes the essential role of health education within tertiary institutions. This research catalyzes future initiatives aimed at enhancing the well-being of students in the context of Peptic Ulcer Disease.

“Livonia is just all racism”: locating black families’ racial and spatial experiences, school choices, and educational agency in metropolitan Detroit

ABSTRACT Focusing on the metropolitan Detroit region, this paper examines how seven Black families’ racial and spatial subjectivities influenced their suburban school and community choices, and more broadly their acts of educational agency. Using a critical phenomenological approach, key findings show that families’ lived experiences of race and racism in the region, along with the increased presence and support of Black students, families, and educators in select suburban schools influenced their choices and efforts to make suburban schools aligned with their educational and communal priorities, revealing the dual nature in which Black families navigate unjust U.S. education landscapes. Implications address the ongoing challenges Black families encounter in U.S. regional education landscapes and the need for more just approaches that honor Black families’ educational agency and placemaking in local contexts.

Contemporary Chinese vocational interest scale in the digital age: development and validation

Holland’s Realistic, Investigative, Artistic, Social, Enterprising, and Conventional (RIASEC) model has been widely used for career counseling, vocational assessment, and educational choice. However, vocational interest types can be affected by culture, and the fourth industrial revolution has led to the emergence of many new occupations, rendering many occupational titles and work tasks in Holland’s RIASEC model outdated. The present study proposed nine interest types in contemporary China: Artistic (A), Natural (N), Enterprising (E), Conventional (C), Technological (T), Investigative (I), Powerful (P), Social (S), and Operational (O), and developed a vocational interest scale with nine subscales. We generated items by drawing from a literature review, occupational categories, and expert reviews, used exploratory factor analysis (EFA, N = 628, Mage = 12.75 years; 47% girls) to reduce the number of items, and confirmatory factor analysis (CFA, N = 627, Mage = 12.76 years; 48% girls) to validate the factor structure. This study clarified vocational interest types in contemporary China, developed and validated a vocational interest scale for the digital age, and provided a measurement tool for educational choice and career counseling.

Evidence-based recommendations regarding risk reduction practices for people at risk of or with breast cancer-related lymphedema: consensus from an expert panel.

Several recent studies have investigated the validity of precautionary practices for lymphedema risk reduction after breast cancer treatment, such as avoidance of blood pressure measurements, skin puncture, blood draws, and use of prophylactic compression during air travel. Other studies have elucidated risk factors for breast cancer-related lymphedema, such as axillary lymph node dissection and skin infection (cellulitis). Combining the current evidence base with the consensus opinion of lymphatic experts assembled at the American Cancer Society/Lymphology Association of North America Summit in October 2023, updated evidence-based risk reduction recommendations are presented for those with or at risk of breast cancer-related lymphedema. Recommendation topics include prospective surveillance, patient education, individual risk factors, exercise, blood pressure, skin care and hygiene, skin puncture and blood draws, surgical procedures, prophylactic compression, air travel, and hot climate and sauna. These recommendations will help inform education and medical choices for individuals treated for breast cancer who are at risk of or diagnosed with breast cancer-related lymphedema. More high-quality evidence is required to allow the development of risk reduction recommendations for other cancer types such as gynecological, melanoma, and head and neck. It is recommended that clinicians and organizations serving people at risk of or with lymphedema align risk reduction guidelines with the evidence-based recommendations provided within this consensus document and companion manuscripts from the American Cancer Society/Lymphology Association of North America Lymphedema Summit: Forward Momentum: Future Steps in Lymphedema Management.

Enhanced multinomial logistic regression analysis of determinants influencing technical and vocational education and training (TVET) choices among Ghanaian youth: Implications for policy development

In Ghana, youth unemployment remains significant challenges, with technical and vocational education and training (TVET) emerging as a potential solution to equip young people with practical skills for the job market. However, the uptake of TVET programmes among Ghanaian youth remains low, particularly among females. This study therefore explores the determinants that influence TVET choices among Ghanaian youth, with the goal of informing policy development to enhance participation in vocational education. Applying an enhanced multinomial logistic regression (MLR) model, this research examines the influence of socio-economic, demographic, and attitudinal factors on career decisions. The enhanced model accounts for class imbalances in the dataset and improves classification accuracy, making it a robust tool for understanding the drivers behind TVET choices. A sample of 1600 Ghanaian youth engaged in vocational careers was used, ensuring diverse representation of the population. Key findings reveal that males are approximately three times more likely to choose TVET programs than females, despite females making up 50.13% of Ghana’s population. Specific determinants influencing TVET choices include financial constraints, parental influence, peer influence, teacher influence, self-motivation, and vocational limitations. In regions with limited vocational options, youth often pursue careers based on availability rather than preference, which highlights a gap in vocational opportunities. Parental and teacher influences were found to play a dominant role in steering youth towards specific careers. The study concludes with recommendations for policymakers, instructors, and stakeholders to increase the accessibility, relevance, and quality of TVET programmes to meet the socio-economic needs of Ghanaian youth.