Against the odds: resilience in mathematics students in transition
This paper examines 'resilience' of mathematics students in transition from a sociocultural perspective, in which resilience is viewed as relational and in particular as a function of the social and cultural capital students may bring to the new field. We draw on two students' stories...
Gespeichert in:
| Veröffentlicht in: | British educational research journal 2013-02, Vol.39 (1), p.45-59 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 59 |
|---|---|
| container_issue | 1 |
| container_start_page | 45 |
| container_title | British educational research journal |
| container_volume | 39 |
| creator | Hernandez-Martinez, Paul Williams, Julian |
| description | This paper examines 'resilience' of mathematics students in transition from a sociocultural perspective, in which resilience is viewed as relational and in particular as a function of the social and cultural capital students may bring to the new field. We draw on two students' stories of transition, in which we recognise elements traditionally viewed as 'risks' for mathematics students in transition into institutions where new demands are made. However, in each case it seems that some of their apparent background 'risk factors'—coming from poorer socioeconomic backgrounds and disadvantaged schools—have come to serve to constitute capital, buttressing their particular resilience, as they provide a crucial kind of autonomy that is particularly valued in the new institution. We identify the learners' reflexivity as having been crucial to this accumulation of capital and we discuss some educational implications. |
| doi_str_mv | 10.1080/01411926.2011.623153 |
| format | Article |
| fullrecord | <record><control><sourceid>jstor_proqu</sourceid><recordid>TN_cdi_proquest_miscellaneous_1620097695</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1009031</ericid><jstor_id>24464801</jstor_id><sourcerecordid>24464801</sourcerecordid><originalsourceid>FETCH-LOGICAL-c4534-8087f1c8b524b1dbf1b8c5645fd4f31dc897b1644b169be1fdee521d07cd71233</originalsourceid><addsrcrecordid>eNqNkF1rFDEUhoMouFb_gcKACN7MNiff6V1bth_LolgrXoaZJKNZZ2faJIv235thbCle9eYcOO_znnN4EXoLeAlY4UMMDEATsSQYYCkIBU6foQUwoWvKQT1HiwmpJ-YlepXSFmMslNALdHL8owlDylX-6avRuXRURZ9CH_xgfRWGatcUpZRgU5Xy3vkhp2meYzOkkMM4vEYvuqZP_s2_foC-na2uTy_qzefzy9PjTW0Zp6xWWMkOrGo5YS24toNWWS4Y7xzrKDirtGxBsCIK3XronPecgMPSOgmE0gP0cd57E8fbvU_Z7EKyvu-bwY_7ZEAQjLUUmhf0_X_odtzHoXxngAshJNaaFYrNlI1jStF35iaGXRPvDGAzBWvugzVTsGYOttjezTYfg32wrNZQrmMKRT-a9d-h93dP2mlOVldritn004fZvE15jI_NhGJpCGOCKTwdqWcupOz_PHBN_GWEpJKb75_OjVxfXW_OvqzNV_oXB9iebw</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1566670994</pqid></control><display><type>article</type><title>Against the odds: resilience in mathematics students in transition</title><source>Wiley Online Library - AutoHoldings Journals</source><source>EBSCOhost Education Source</source><source>JSTOR</source><creator>Hernandez-Martinez, Paul ; Williams, Julian</creator><creatorcontrib>Hernandez-Martinez, Paul ; Williams, Julian</creatorcontrib><description>This paper examines 'resilience' of mathematics students in transition from a sociocultural perspective, in which resilience is viewed as relational and in particular as a function of the social and cultural capital students may bring to the new field. We draw on two students' stories of transition, in which we recognise elements traditionally viewed as 'risks' for mathematics students in transition into institutions where new demands are made. However, in each case it seems that some of their apparent background 'risk factors'—coming from poorer socioeconomic backgrounds and disadvantaged schools—have come to serve to constitute capital, buttressing their particular resilience, as they provide a crucial kind of autonomy that is particularly valued in the new institution. We identify the learners' reflexivity as having been crucial to this accumulation of capital and we discuss some educational implications.</description><identifier>ISSN: 0141-1926</identifier><identifier>EISSN: 1469-3518</identifier><identifier>DOI: 10.1080/01411926.2011.623153</identifier><identifier>CODEN: BERJEL</identifier><language>eng</language><publisher>London: Blackwell Publishing Ltd</publisher><subject>At Risk Students ; Capital accumulation ; College Mathematics ; Cultural Capital ; Disadvantaged Youth ; Education systems ; Educational psychology ; Educational research ; England ; Foreign Countries ; Mathematical analysis ; Mathematics ; Mathematics Education ; Reflexivity ; Resilience (Psychology) ; Schools ; Secondary School Mathematics ; Social Capital ; Sociocultural factors ; Students ; Transitional Programs ; Transitions</subject><ispartof>British educational research journal, 2013-02, Vol.39 (1), p.45-59</ispartof><rights>Copyright © 2013 British Educational Research Association</rights><rights>2011 British Educational Research Association</rights><rights>2013 British Educational Research Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4534-8087f1c8b524b1dbf1b8c5645fd4f31dc897b1644b169be1fdee521d07cd71233</citedby><cites>FETCH-LOGICAL-c4534-8087f1c8b524b1dbf1b8c5645fd4f31dc897b1644b169be1fdee521d07cd71233</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/24464801$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/24464801$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,1417,27924,27925,45574,45575,58017,58250</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1009031$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Hernandez-Martinez, Paul</creatorcontrib><creatorcontrib>Williams, Julian</creatorcontrib><title>Against the odds: resilience in mathematics students in transition</title><title>British educational research journal</title><addtitle>Br Educ Res J</addtitle><description>This paper examines 'resilience' of mathematics students in transition from a sociocultural perspective, in which resilience is viewed as relational and in particular as a function of the social and cultural capital students may bring to the new field. We draw on two students' stories of transition, in which we recognise elements traditionally viewed as 'risks' for mathematics students in transition into institutions where new demands are made. However, in each case it seems that some of their apparent background 'risk factors'—coming from poorer socioeconomic backgrounds and disadvantaged schools—have come to serve to constitute capital, buttressing their particular resilience, as they provide a crucial kind of autonomy that is particularly valued in the new institution. We identify the learners' reflexivity as having been crucial to this accumulation of capital and we discuss some educational implications.</description><subject>At Risk Students</subject><subject>Capital accumulation</subject><subject>College Mathematics</subject><subject>Cultural Capital</subject><subject>Disadvantaged Youth</subject><subject>Education systems</subject><subject>Educational psychology</subject><subject>Educational research</subject><subject>England</subject><subject>Foreign Countries</subject><subject>Mathematical analysis</subject><subject>Mathematics</subject><subject>Mathematics Education</subject><subject>Reflexivity</subject><subject>Resilience (Psychology)</subject><subject>Schools</subject><subject>Secondary School Mathematics</subject><subject>Social Capital</subject><subject>Sociocultural factors</subject><subject>Students</subject><subject>Transitional Programs</subject><subject>Transitions</subject><issn>0141-1926</issn><issn>1469-3518</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2013</creationdate><recordtype>article</recordtype><recordid>eNqNkF1rFDEUhoMouFb_gcKACN7MNiff6V1bth_LolgrXoaZJKNZZ2faJIv235thbCle9eYcOO_znnN4EXoLeAlY4UMMDEATsSQYYCkIBU6foQUwoWvKQT1HiwmpJ-YlepXSFmMslNALdHL8owlDylX-6avRuXRURZ9CH_xgfRWGatcUpZRgU5Xy3vkhp2meYzOkkMM4vEYvuqZP_s2_foC-na2uTy_qzefzy9PjTW0Zp6xWWMkOrGo5YS24toNWWS4Y7xzrKDirtGxBsCIK3XronPecgMPSOgmE0gP0cd57E8fbvU_Z7EKyvu-bwY_7ZEAQjLUUmhf0_X_odtzHoXxngAshJNaaFYrNlI1jStF35iaGXRPvDGAzBWvugzVTsGYOttjezTYfg32wrNZQrmMKRT-a9d-h93dP2mlOVldritn004fZvE15jI_NhGJpCGOCKTwdqWcupOz_PHBN_GWEpJKb75_OjVxfXW_OvqzNV_oXB9iebw</recordid><startdate>201302</startdate><enddate>201302</enddate><creator>Hernandez-Martinez, Paul</creator><creator>Williams, Julian</creator><general>Blackwell Publishing Ltd</general><general>Wiley-Blackwell</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope></search><sort><creationdate>201302</creationdate><title>Against the odds: resilience in mathematics students in transition</title><author>Hernandez-Martinez, Paul ; Williams, Julian</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4534-8087f1c8b524b1dbf1b8c5645fd4f31dc897b1644b169be1fdee521d07cd71233</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2013</creationdate><topic>At Risk Students</topic><topic>Capital accumulation</topic><topic>College Mathematics</topic><topic>Cultural Capital</topic><topic>Disadvantaged Youth</topic><topic>Education systems</topic><topic>Educational psychology</topic><topic>Educational research</topic><topic>England</topic><topic>Foreign Countries</topic><topic>Mathematical analysis</topic><topic>Mathematics</topic><topic>Mathematics Education</topic><topic>Reflexivity</topic><topic>Resilience (Psychology)</topic><topic>Schools</topic><topic>Secondary School Mathematics</topic><topic>Social Capital</topic><topic>Sociocultural factors</topic><topic>Students</topic><topic>Transitional Programs</topic><topic>Transitions</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Hernandez-Martinez, Paul</creatorcontrib><creatorcontrib>Williams, Julian</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><jtitle>British educational research journal</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Hernandez-Martinez, Paul</au><au>Williams, Julian</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1009031</ericid><atitle>Against the odds: resilience in mathematics students in transition</atitle><jtitle>British educational research journal</jtitle><addtitle>Br Educ Res J</addtitle><date>2013-02</date><risdate>2013</risdate><volume>39</volume><issue>1</issue><spage>45</spage><epage>59</epage><pages>45-59</pages><issn>0141-1926</issn><eissn>1469-3518</eissn><coden>BERJEL</coden><abstract>This paper examines 'resilience' of mathematics students in transition from a sociocultural perspective, in which resilience is viewed as relational and in particular as a function of the social and cultural capital students may bring to the new field. We draw on two students' stories of transition, in which we recognise elements traditionally viewed as 'risks' for mathematics students in transition into institutions where new demands are made. However, in each case it seems that some of their apparent background 'risk factors'—coming from poorer socioeconomic backgrounds and disadvantaged schools—have come to serve to constitute capital, buttressing their particular resilience, as they provide a crucial kind of autonomy that is particularly valued in the new institution. We identify the learners' reflexivity as having been crucial to this accumulation of capital and we discuss some educational implications.</abstract><cop>London</cop><pub>Blackwell Publishing Ltd</pub><doi>10.1080/01411926.2011.623153</doi><tpages>15</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0141-1926 |
| ispartof | British educational research journal, 2013-02, Vol.39 (1), p.45-59 |
| issn | 0141-1926 1469-3518 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_1620097695 |
| source | Wiley Online Library - AutoHoldings Journals; EBSCOhost Education Source; JSTOR |
| subjects | At Risk Students Capital accumulation College Mathematics Cultural Capital Disadvantaged Youth Education systems Educational psychology Educational research England Foreign Countries Mathematical analysis Mathematics Mathematics Education Reflexivity Resilience (Psychology) Schools Secondary School Mathematics Social Capital Sociocultural factors Students Transitional Programs Transitions |
| title | Against the odds: resilience in mathematics students in transition |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-01T08%3A59%3A52IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Against%20the%20odds:%20resilience%20in%20mathematics%20students%20in%20transition&rft.jtitle=British%20educational%20research%20journal&rft.au=Hernandez-Martinez,%20Paul&rft.date=2013-02&rft.volume=39&rft.issue=1&rft.spage=45&rft.epage=59&rft.pages=45-59&rft.issn=0141-1926&rft.eissn=1469-3518&rft.coden=BERJEL&rft_id=info:doi/10.1080/01411926.2011.623153&rft_dat=%3Cjstor_proqu%3E24464801%3C/jstor_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1566670994&rft_id=info:pmid/&rft_ericid=EJ1009031&rft_jstor_id=24464801&rfr_iscdi=true |