Rezidencijalno podrijetlo učenika i odabir studija

Thematically, the study examines decision-making process about studying and deciding on the type and place of higher education of students with different residential background. The basic interest of the study (broadly expressed as the influence of students‟ origin on educational outcomes) connects the disciplines of sociology of education and rural sociology. The main problem arises from research that indicates broader unfavorable economic and demographic trends in rural areas, associated with unfavorable educational trends of lower educational aspirations and results of rural students (Bracken 2007; Hu 2003; Koricich 2018). While education can be considered an important factor in improving personal life chances and social status, as well as significant territorial and social prosperity capital, it is also a significant motivating factor for emptying rural areas and worsening their development prospects. The assumption is that there are specifics of higher education choices for students growing up in rural areas, given that going to study means both geographical and (often) social mobility for them. The complex interactions of geographical and sociocultural factors influencing their decisions are examined. However, the question of whether and how rurality contributes to unequal educational opportunities remains open due to empirical difficulties in determining community impacts, an inadequate controls on variables of origin and living conditions and definitions of rural (Edington, Koehler, 1987; Khattri et al., 1997). The literature review (2.1) highlights the need for careful operationalization of the concept of rural, and the inclusion of a wider range of factors of student decision-making, related to socio-cultural and economic resources, but also symbolic elements (family, school, communal) because going to study has additional meaning for rural student and it is necessary to examine both perceptions and attachment to the place of growing up (Wiborg 2004; Geldens 2005). In the Croatian context (2.2) the study problem proves to be a prominent issue. The Croatian higher education system in the last 20 years has been marked by significant processes of change (Bologna process, nationwide high school exit exam) and massification of higher education, that are statistically shown as an increase in the number of studies, study programs and the student body. However, the body of research determined the neglect of the social dimension of higher education and the maintenance of educational inequalities (Doolan, 2009; Doolan, Puzić, Baranović 2017; Baranović, 2015). Some also point to elements of rural-urban educational inequalities (e.g. in the experiencing of studying), as well as the need for additional examinations of entry into higher education with regard to residential and / or regional determinants (Farnell et al. 2011). This is especially significant given the research that indicates a deeply hierarchical rural-urban Croatian space (Seferagić 2005), significant uneven socio-geographical development, large regional differences and negative demographic and development trends (Štambuk 2014), and that indicate education as a significant motivating factor for young people to leave rural areas (Ţutinić, Bokan 2008). Considering that the rural area in Croatia is not uniform (Lukić 2012), and research indicate regional educational (Klepaĉ 2016) and developmental inequalities (Šundalić, 2010), especially for the region of Slavonia that is marked by significant unfavorable socio-economic and development characteristics, Slavonia is set as an interesting research area. The main purpose of the study (2.3) is to identify and describe the elements of sociogeographical and cultural-symbolic barriers that make it difficult for students from rural areas to decide to continue their education and enter higher education. Four research questions guide the study: 1) Are there significant differences between students of different residential backgrounds in study intent, higher education choices, and certain structural and symbolic elements of their family, school, and community of growing up? 2) Is there an effect of students' residential background, with control of certain relevant factors of the family and school context, on higher education decisions? 3) What role does the emotional attachment to the place, a sense of belonging to the local community and a desire to stay in the Slavonia region play in explaining student choices? 4) What is the role of students' perceptions of their socio-spatial positions and feelings related to their rural environment in informing the decision-making process of higher education? The objectives are expressed as a number of working hypotheses, some of which are answered only nationally, while the more exploratory ones are tested regionally in Slavonia with a wider method usage. The theoretical lenses (2.4) are provided in Bourdieu's theory of practice (2013 [1977]) and later adaptations of his concepts - social, economic and cultural capital, habitus and fields - through the "concept as a method" approach (Reay, 2004) in examining inequalities in education. In that, emphasis is placed on spatial aspects of students' origins (along with other theoretically prominent factors) under the influence of Halfacre's threefold model of the rural (2006) according to which the rural is a social construction, but also material and lived. Bourdieu's concepts are thus a heuristic tool with implications for research methodology as well. Both, the usability and adaptation of Bourdieu's concepts in spatially and temporally different contexts than the one they originated in, and the posibbility of expanding his theoretical framework in which space gains a more significant role, alongside the class ones are discussed. A significant contribution to the discussion is made by sociogeographic research by Corbett (2007, 2010) in Canada and by Rye (2003, 2004, 2007) in Norway, that use terms such as "rural-urban field" and "geographical habitus", derived from Bourdieu's theory and adapted to spatial research of social reproduction. Additionally, a wider range of rural youth research and identity building in contemporary “mobile” and “risk society” indicate that place and emotional elements of attachment to place still matter (Wiborg, 2006). Mixed methodology research design (2.5) was created guided by the research questions, and based on the methodological literature (Tashikori and Teddliea 2009, Creswell 2003). The use of several methods proved appropriate a) given the insufficient research of the issue in Croatian context, b) due to the starting point in Bourdieu's theory which relies on "dialectics of structures and microaspects", and "includes structuralist and constructivist moment", and c) given the interest in rural whose conceptual complexity is summarized by Halfacree (2005). These influences were reflected in the structure of the study (two phases at two levels (national and regional)), and in the ways in which aspects of (rural) origin are captured in the study (statistically and qualitatively). Two phases of data collection (survey and interviews) using different tools (questionnaire and protocol; in appendix), and data processing and analysis were done separately: statistically in the SPSS program (λ-square, ANOVA, t-test, logistic regression) and narrative coding in NVivo program and interpretive analysis using memo tools. The integration of the results took place in the final stages of data interpretation, which included triangulation techniques. The main variables (2.6) presented operationalized concepts in the quantitative part of the study: sociodemographic and sociogeographic indicators (gender, residential background, school location); individual educational and cultural characteristics and students‟ educational orientations (type of school, general school success, educational aspirations and expectations, studying as implied, length of decision making, value of learning, desire for social mobility, cultural, reading and extracurricular practices); family economic and cultural resources (parents‟ working status, property possession, assessment of financial situation, parents‟ education, number of books in the household, possession of cultural goods and parents‟ cultural practices); institutional characteristics of education (status, equipment and incentives of high school, and the importance of the status of the desired study); the symbolic value of the context of growing up and schooling (family incentive practices, family influence on the decision to study, the influence of significant others, the symbolic value of the community). The dependent variables of students' higher education choices were the intention to study (yes and no / don't know), the type of chosen study (professional or university) and the city of study (Zagreb or other). The basic independent variable of interest - residential background - was created by the process of coding the settlements in which students grew up. The variable was recoded in 2 ways to capture the specifics of plurality of rural in Croatia (Lukić, 2012); in the first case, settlements are categorized as urban, rural and metropolitan. In the second case, rural settlements are classified into 7 types of rural settlements in Croatia (Lukić 2012). Additionally, aspects of residential origin are measured (regionally) by a three-dimensional instrument of the symbolic significance of the community for the students (attachment, belonging, desire to stay). Perceptions of rural, relations with community and students' views on education with regard to their residential background were qualitatively examined in interviews. Data were collected as part of the national research project Social identities, higher education access and course choice. The project was funded by the Croatian Science Foundation and carried out by the research team of the Institute for Social Research in Zagreb. The survey was conducted (2.7) in the spring of 2014, when a 5% representative sample of high school graduates from three-year and four-year schools was surveyed in 98 schools (N=2106). Sample size of those students that intend to study was N=1258. In Slavonia representative subsample of N=439 high school graduates was surveyed. Regionally, additional 20 students were interviewed. Empirical research at the national level (3) presents the findings of statistical analysis of quantitative national data. The aim is to confirm the assumptions about the existence of differences between students of different residential backgrounds according to their intentions to study and choices of higher education, and other educational and cultural characteristics, economic and cultural family resources, school characteristics and symbolic dimensions of their community. ANOVA and hi-square tests confirmed that rural students are less likely to opt for postsecondary schooling, and those intending to study are less likely to enroll in university studies. No significant difference was found according to the choice of place of study. Additional educational differences were also confirmed, as well as differences according to the available economic, cultural and symbolic resources in their families, schools and communities. Students of rural residential origin, despite the fact that they equally value learning, express a desire for social mobility and equally receive incentives to study in schools, express statistically significantly lower educational aspirations and expectations, do not consider studying a "natural" continuation and consider it longer as an option. This is in line with the findings that rural students are more likely to have lower school performance and a lower level of cultural competences, as well as to attend vocational schools, for which they assess lower status. Findings also indicated a less favorable structure of cultural and economic resources available to rural students in their families and schools. Finally, the symbolic influence on the rural students‟ decision to study was confirmed as weaker incentives from parents, but also as a stronger influence of people outside the family: neighbors and professional associates and professional development counselors. Less pronounced differences with regard to the educational characteristics of students were shown between students of different residential backgrounds who intend to study. Nevertheless, a motivational difference was highlighted whereby rural students who intend to study more strongly express a tendency to ascend the social ladder. Also, among students who intend to study, the most unfavorable structure of family economic and cultural capital was shown for rural students, and it becomes more favorable as the level of "urbanity" of settlements grows. At the same time, the resources of parents are of the greatest importance for metropolitan students, along with the geographical availability of other resources in the capital. Students of nonmetropolitan residential backgrounds who intend to study find a significant source of influence, support, and resources in other family members with study experiences and people from the institutional settings outside the family. For the purposes of the explanation of the students‟ intention to study and higher education choices, and to determine the effect of residential background on these decisions, two 5-step regression models were constructed, in which the main predictor variable of students‟ residential background was introduced in the final step. The robustness of the model was also tested on subsamples of students of different residential backgrounds. The results confirmed that the students‟ residential background, although minimaly (about 1%), significantly contributes, along with some other individual and contextual variables, to the explanation of students' intention to study. The rural students‟ intention to study is largely explained by the individual valuing of learning, the desire for social mobility and the cultural characteristics of the family, but also by the status and location of their schools. An exploratory analysis with a variable of residential background that operationally distinguishes 4 types of rural settlements indicates that there are higher prospects of studying for rural students from settlements with a more differentiated economic base, and from more easily accessible settlements (compared to students from more agricultural settlements). Regression analyzes for explanation of the the higher education choices of university studies, and Zagreb as a place of study, mostly confirmed the connection of these choices with the individual educational and cultural competencies of students (that is, these are more likely choices for the most was confirmed that residential origin statistically significantly contributes to the explanation of both the choice of university study is more likely for students with more educational and cultural with availability of family cultural resources and for those who up and are going to school in an environment (compared to those who study in a and up in a rural Zagreb for study is more likely for more students with availability of economic resources in their families, who attend status schools in the capital or and who up in Zagreb. The of rural students university study is by more cultural and schooling in large the availability of cultural and while school success, more cultural practices, more family and schooling in have value for rural students‟ choice of Zagreb as a place of study. analysis of education choices of students presents a of the level of analysis but also a of the analysis The findings by statistical and narrative a more into the different educational of students of different social and into educational inequalities with to the students residential background. The is also related to the findings of research on Corbett 2007; 2004, 2006). analyzes indicate different general educational orientations of students with regard to their residential more and decisions about studying are more pronounced by students, while rural students to have a stronger a decisions not to study, and for higher education. These findings are related to their school students do point out the differences and are of the implications of certain schools. out that vocational schools, with are a to higher education, which vocational students who intend to study express with the about the choice of high school and feelings of about educational Mixed data students‟ different educational orientations with their family that is in decisions about the high school are determinants of cultural and economic capital of the family, with students of more parents more as a to higher education, while other students vocational schools with a more education. 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