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Post-16 Educational Choices and Decision-Making: The Role of Policy and Identity

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Youth Identities, Education and Employment

Part of the book series: Policy and Practice in the Classroom ((PPC))

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Abstract

This chapter explores the post-16 educational opportunities available to 22 young people aged 15–16 years located in one outer London Academy School, formerly a comprehensive school until 2012. I will focus on the access and opportunities that the participants perceive are available to them in relation to their post-16 educational pathways. The chapter examines the ways in which recent and radical changes to the further education policy context enable and/or constrain the students in accessing their chosen pathways (Ball et al. 2000). The chapter pays particular attention to the impact of the cuts to the EMA in England, a £30 weekly allowance paid to economically disadvantaged students to support and facilitate their further education studies, typically paid to 16–18-year-olds.

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Authors and Affiliations

  1. School of Education, University of Roehampton, London, United Kingdom

    Kate Hoskins

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  1. Kate Hoskins
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Hoskins, K. (2017). Post-16 Educational Choices and Decision-Making: The Role of Policy and Identity. In: Youth Identities, Education and Employment. Policy and Practice in the Classroom. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-35292-7_3

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  • DOI: https://doi.org/10.1057/978-1-137-35292-7_3

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  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-35291-0

  • Online ISBN: 978-1-137-35292-7

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