Disadvantaged locations and transition: Lived lives of students demonstrating resilience

288 Pages·2015·1.97 MB·English

by  Shirley Spiteri

Disadvantaged locations and transition:
Lived lives of students demonstrating
resilience
By
Shirley Ann Spiteri
BBSc, La Trobe University
GradDipEd, University of Melbourne
MEdSt, Monash University
Submitted in fulfilment of the requirements for the degree of
Doctor of Philosophy
Deakin University
June 2014
Acknowledgements
This doctoral thesis was only possible with support from many people to whom I
wish to acknowledge my appreciation.
First and foremost I would like to thank students who participated in this study. The
candidness and willingness to share many intimate details about your experiences
exceeded my expectations. Your have taught me a great deal about the meaning of
resilience. I wish to acknowledge the contribution of principals, teachers, welfare
officers, chaplains and LLEN executive officers. I did ask much of you and you
obliged so willingly. Thank you for finding the time in your busy schedules to be
involved.
This thesis would not have been possible without words of encouragement and
guidance from my principal supervisor Professor Jill Blackmore and associate
supervisors Professor Ann Taket and Dr Shaun Rawolle. Thank you for reading draft
copies of chapters, providing feedback, stimulating my thinking, sharing reading
materials and just being there when I needed you. Having such esteemed and
knowledgeable supervisors has been an honour and an experience in my life that I
will cherish.
I wish to acknowledge other members of the ARC project team Professor Chris
Hickey, Professor Andrea Nolan, Professor Karen Stagnitti, Anne Magnus, Dr Ria
Hanewald and Siobhan Casey. I feel extremely privileged to have been part of this
team and living the experience of working with brilliant minds. Dr Kate Hall thanks
for proofreading the final draft of this thesis.
I am most grateful to the Faculty of Arts and Education at Deakin University for the
support and resources provided throughout my candidature. In particular the financial
support to attend and present at conferences, the excellent facilities with supportive
structures in place, a space to call my own which gave me a sense of belonging and
the many opportunities in place to assist HDR students extend scholarship. I am
appreciative to Robyn Ficnerski from HDR research services for her ongoing
patience and happy smile – always there to support students.
I would like to acknowledge the financial support of the Australian Research
Council, the Department of Education and Early Childhood Development, VicHealth
and Community Connections that made this research possible and provided the
funding for my scholarship.
To my family and friends thanks for taking an ongoing interest in this research, for
asking challenging questions and believing in me. Aaron, Matthew and Vanessa you
have indeed endured many years of mum being a student! And yes – I have now
finished. To my dearest Charlie I am indebted to you. Without your support and
continued encouragement this thesis would not have been possible. Thanks for
keeping the telly to a whisper, making me endless cups of teas, being my sounding
board, fixing up the computer when baffling messages appeared on the screen and
your continued good sense of humour. Your know how to make me smile. I am truly
blessed to have someone like you in my life.
Table of Contents

List of tables and figures .................................................................................................................................... vi
Abstract .............................................................................................................................................................. vii
List of acronyms ................................................................................................................................................. ix
CHAPTER ONE: SETTING THE SCENE ...................................................................................................... 1
1.0 Introduction ........................................................................................................................................ 1
1.1 Images of Australia............................................................................................................................. 2
1.2 Rationale and significance of the current research.......................................................................... 4
1.3 What is this study about?................................................................................................................... 5
1.4 Personal Meaning ............................................................................................................................... 8
1.5 Theoretical Framework ................................................................................................................... 10
1.6 Structure of this thesis...................................................................................................................... 11
1.7 Conclusion........................................................................................................................................ 13
CHAPTER TWO: UNDERSTANDING RESILIENCE ................................................................................ 15
2.0 Introduction ...................................................................................................................................... 15
2.1 Personal qualities.............................................................................................................................. 15
2.2 Factors assisting the production of resilience................................................................................. 18
2.2.1 Parents and family ...................................................................................................................... 19
2.2.2 Schools and teachers................................................................................................................... 20
2.2.3 Friendship................................................................................................................................... 25
2.2.4 Institutions run by religious organisations.................................................................................. 27
2.2.5 Sport ........................................................................................................................................... 28
2.2.6 Part time work ............................................................................................................................ 29
2.2.7 Welfare support .......................................................................................................................... 29
2.2.4 Summing up factors assisting resilience ..................................................................................... 30
2.3 Identifying resilience in relation to risk and success...................................................................... 31
2.4 Interpreting successful outcomes from a contextual perspective ................................................. 33
2.5 Social ecological approach for studying resilience......................................................................... 36
2.6 Conclusion......................................................................................................................................... 39
CHAPTER THREE: BOURDIEUIAN THINKING TOOLS ....................................................................... 41
3.0 Introduction ...................................................................................................................................... 41
3.1 Subjectivism and objectivism .......................................................................................................... 42
3.2 Field ................................................................................................................................................... 44
3.2.1 Social field of education ............................................................................................................. 45
3.3 Habitus .............................................................................................................................................. 47
3.3.1 Working with Bourdieu’s concept of habitus ............................................................................ 50
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3.4 Social capital ..................................................................................................................................... 51
3.4.1 Social capital as a resource......................................................................................................... 52
3.4.2 Production of social capital away from that found in families.................................................... 54
3.5 Bourdieu’s tools for resilience research.......................................................................................... 55
3.6 Conclusion......................................................................................................................................... 56
CHAPTER FOUR: POLICY AND FRAMEWORKS TO AID RESILIENCE AND TRANSTION ......... 57
4.0 Introduction ...................................................................................................................................... 57
4.1 Framing the way forward ................................................................................................................ 57
4.2 Local Learning and Employment Networks (LLENS).................................................................. 62
4.3 Retention until Year 12 .................................................................................................................... 66
4.4 Year 12 plus ...................................................................................................................................... 67
4.5 Studies of collaborative processes ................................................................................................... 70
4.6 Equality and equity .......................................................................................................................... 74
4.7 Health and wellbeing in schools....................................................................................................... 76
4.8 Conclusion......................................................................................................................................... 77
CHAPTER FIVE: THE PROCESS FOR EXPLORING THE LIVED LIVES OF YOUNG PEOPLE .... 78
5.0 Introduction ...................................................................................................................................... 78
5.1 Alignment to ARC-linkage research ............................................................................................... 79
5.2 Research locations and sites............................................................................................................. 80
5.2.1 Metro and Metro Secondary School ........................................................................................... 82
5.2.2 Regional, Regional Secondary School and TAFE ...................................................................... 83
5.2.3 Rural and Rural Secondary School............................................................................................. 84
5.3 Participants’ recruitment strategy.................................................................................................. 84
5.3.1 Recruitment of schools ............................................................................................................... 85
5.3.2 Recruitment of school staff......................................................................................................... 85
5.3.3 Recruitment of students .............................................................................................................. 86
5.3.4 Recruitment of LLEN Executive officers. .................................................................................. 87
5.3.5 Recruitment of parents................................................................................................................ 88
5.4 Collecting data .................................................................................................................................. 88
5.5 Tools used for student data collection............................................................................................. 88
5.5.1 Narrative inquiry ........................................................................................................................ 88
5.5.2 Eco Social Network Maps .......................................................................................................... 89
5.5.3 Assessment of Quality of Life (AQoL) 8D questionnaire .......................................................... 90
5.6 Student data collection ..................................................................................................................... 91
5.6.1 Student data collection during VCE ........................................................................................... 91
5.6.2 Data collection post VCE ........................................................................................................... 93
5.7 Interviews school staff and LLEN EOs........................................................................................... 94
5.8 Analytical Strategy ........................................................................................................................... 95
5.8.1 Using thematic analysis .............................................................................................................. 95
5.8.2 Analysis of AQoL 8D questionnaires ......................................................................................... 98
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5.8.3 Analysis of Eco social network maps ......................................................................................... 98
5.8.4 Interagency activity .................................................................................................................... 98
5.9 Validity, reliability and Generalizability ........................................................................................ 99
5.10 Research notes ............................................................................................................................... 99
5.11 Ethical considerations ................................................................................................................. 100
5.11.1 Ethics committee approval............................................................................................................ 100
5.11.2 Non observance of students at school .................................................................................... 101
5.12 Conclusion .................................................................................................................................... 101
CHAPTER SIX: THE PRELUDE TO STUDENTS’ LIVED LIVES ......................................................... 103
6.0 Introduction .................................................................................................................................... 103
6.1 Protecting the identity of schools and participants ..................................................................... 103
6.2 Adversities...................................................................................................................................... 104
6.3 AQoL 8D results ............................................................................................................................ 107
6.4 Themes ............................................................................................................................................ 107
6.4.1 Social connectedness ................................................................................................................ 107
6.4.2 VCE is insufficient ................................................................................................................... 112
6.4.3 School a safe haven .................................................................................................................. 115
6.4.4 Success equals wellbeing.......................................................................................................... 116
6.4.5 Money matters .......................................................................................................................... 116
6.4.6 Collaborative synergies aid resilience and transition................................................................ 118
6.4.7 LLEN an unidentified strategic linchpin................................................................................... 125
6.5 Conclusion....................................................................................................................................... 129
CHAPTER SEVEN: THE METRO COHORT ............................................................................................ 131
7.0 Chapter Overview .......................................................................................................................... 131
7.1 Retaining a cultural identity .......................................................................................................... 132
7.2 Facing adversity.............................................................................................................................. 135
7.3 Will’s story ..................................................................................................................................... 138
7.4 The role of MSS in supporting students ....................................................................................... 144
7.4.1 Students enjoyed being at MSS ................................................................................................ 145
7.4.2 Connecting and using social capital.......................................................................................... 145
7.4.3 Teachers and the wellbeing team.............................................................................................. 147
7.4.4 Safety at school ........................................................................................................................ 148
7.4.5 Accelerated studies.................................................................................................................. 150
7.4.6 Engaging parents ...................................................................................................................... 150
7.5 Engagement with community based social structures ................................................................ 151
7.5.1 Religion .................................................................................................................................... 152
7.5.2 Sport ......................................................................................................................................... 153
7.5.3 Part time work .......................................................................................................................... 154
7.5.4 Studies outside of MSS............................................................................................................. 155
7.6 Post VCE (Year 12) outcomes ....................................................................................................... 156
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7.7 Conclusion....................................................................................................................................... 157
CHAPTER EIGHT: THE TAFE COHORT................................................................................................. 159
8.0 Introduction .................................................................................................................................... 159
8.1 Experience of schooling before going to TAFE............................................................................ 160
8.2 VCE students at TAFE: The WO’s impression ........................................................................... 163
8.3 Social welfare support at TAFE .................................................................................................... 165
8.4 Friends in and out of school........................................................................................................... 166
8.5 Relationships with TAFE teachers................................................................................................ 170
8.6 Options post VCE........................................................................................................................... 171
8.7 Families as a source of support...................................................................................................... 172
8.8 Leah’s story..................................................................................................................................... 173
8.9 Conclusion....................................................................................................................................... 177
CHAPTER NINE: THE REGIONAL COHORT......................................................................................... 179
9.0 Introduction .................................................................................................................................... 179
9.1 The RSS students............................................................................................................................ 180
9.2 Supportive networks ...................................................................................................................... 184
9.2.1 Friends and peers...................................................................................................................... 185
9.2.2 Family ...................................................................................................................................... 189
9.2.3 Professionals............................................................................................................................. 190
9.3 The school........................................................................................................................................ 190
9.4 ‘In school’ structures supporting resilience and transition......................................................... 191
9.4.1 Teachers .................................................................................................................................. 192
9.4.2 Tutors ....................................................................................................................................... 193
9.4.3 Child Care ................................................................................................................................ 193
9.4.4 Year 12 options ........................................................................................................................ 194
9.4.5 Parents’ Centre ......................................................................................................................... 194
9.4.6 Social Welfare Support............................................................................................................. 194
9.5 Out of school welfare structures supporting resilience ............................................................... 195
9.6 ATAR, the meaning of success and transition.............................................................................. 196
9.7 Zac’s story....................................................................................................................................... 200
9.7 Conclusion....................................................................................................................................... 204
CHAPTER TEN: THE RURAL COHORT .................................................................................................. 206
10.0 Chapter Introduction .................................................................................................................. 206
10.1 A school facing significant challenges ........................................................................................ 207
10.2 Intentions post VCE: RUSS compare to other cohorts............................................................ 210
10.3 Supportive relationships and structures .................................................................................... 211
10.4 The shaping of individual trajectories ....................................................................................... 214
10.5 VETiS supporting transitional outcomes................................................................................... 216
10.6 VETiS and School based apprenticeships and traineeships ..................................................... 219
10.7 Conclusion.................................................................................................................................... 224
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CHAPTER ELEVEN: LESSONS LEARNT................................................................................................. 226
11.0 Introduction ................................................................................................................................. 226
11.1 Understanding resilience during a time of transition ............................................................... 228
11.2 The methodological contribution for future research............................................................... 239
11.3 Limitations of the current study................................................................................................. 241
11.4 Suggestion for future research.................................................................................................... 242
11.5 Conclusion .................................................................................................................................... 242
REFERENCES ................................................................................................................................................ 244
Appendix 1: Example of Eco Social Network Map .......................................................................... 267
Appendix 2: Student interviews details............................................................................................. 268
Appendix 3: School personnel details................................................................................................ 269
Appendix 4: Student Snapshots ......................................................................................................... 270
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