000 04223nam a22004815i 4500
999 _c98015
_d98015
001 978-3-319-65476-8
003 DE-He213
005 20191025100415.0
007 cr nn 008mamaa
008 171124s2018 gw | s |||| 0|eng d
020 _a9783319654768
024 7 _a10.1007/978-3-319-65476-8
_2doi
040 _cМУБИС.
050 4 _aLC189-214.53
072 7 _aJN
_2bicssc
072 7 _aEDU040000
_2bisacsh
072 7 _aJN
_2thema
072 7 _aJHBC
_2thema
082 0 4 _a306.43
_223
100 1 _aE. Maduro, Winniey.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aCaribbean Achievement in Britain
_h[electronic resource] :
_bPsychosocial Resources and Lived Experiences /
_cby Winniey E. Maduro.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Palgrave Macmillan,
_c2018.
300 _aXX, 229 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aPART I: Introduction - Inspiration - Insights -- Chapter 1. Leading Assumptions -- Chapter 2. Empirical Insights: Something About What We Know -- PART II: Socialisation & The Development of Psychosocial Resources -- Chapter 3. The Family: Familial Influence -- Chapter 4. Community: Community Orientation -- Chapter 5. Religion: Religiosity -- Chapter 6. Education: Educational Aspiration -- Chapter 7. Occupation: Occupational Aspiration -- PART III: Intergenerational Experiences in Education & Socioeconomic Domains -- Chapter 8.Low-High Educational Attainment & Socioeconomic Progression -- Chapter 9. High-High Educational Attainment & Socioeconomic Progression -- Chapter 10. Low-Low Educational Attainment & Socioeconomic Progression -- Chapter 11. Lack of Educational Attainment & Socioeconomic Progression -- PART IV: Observations & Conclusions -- Chapter 12. Trajectories of Experiences & Outcomes -- Chapter 13. Some Important Conclusions & Recommendations -- Chapter 14. Afterword.
520 _aThis book explores a range of psychosocial resources, and discusses them in relation to lived experiences and outcomes in educational and socioeconomic domains. It offers close insights into the complex relationship between psychosocial resources, such as familial influence, religiosity, aspirations, and socioeconomic progression in Britain. This is achieved by exploring the lived experiences of a sample group of Caribbeans, one of Britain's most internally diverse but discernibly disadvantaged social groups. Detailed accounts of the participants’ experiences are offered to provide insights to a wide range of stakeholders in education. Teachers, behaviour specialists, parents, policy advocates, psychologists, social researchers, social justice warriors and lay people will all benefit from this empirically informed perspective on psychosocial resources and their implications for educational attainment and socioeconomic progress. The book implores the reader to appreciate more fully how psychosocial resources play out in outcomes of achievement and progression, and how such outcomes may be improved among members of some disadvantaged social groups. It will be an invaluable resource for students, researchers, and educators in the fields of Education, Sociology, and Psychology.
650 0 _aEducational psychology.
650 0 _aSelf.
650 1 4 _aSociology of Education.
_0http://scigraph.springernature.com/things/product-market-codes/O29000
650 2 4 _aSociology of Education.
_0http://scigraph.springernature.com/things/product-market-codes/X22070
650 2 4 _aEducational Psychology.
_0http://scigraph.springernature.com/things/product-market-codes/O39000
650 2 4 _aSelf and Identity.
_0http://scigraph.springernature.com/things/product-market-codes/Y20150
710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9783319880389
776 0 8 _iPrinted edition:
_z9783319654751
776 0 8 _iPrinted edition:
_z9783319654775
856 4 0 _uhttps://doi.org/10.1007/978-3-319-65476-8
_yElectronic version-Цахим хувилбар
942 _2ddc
_cEBOOK