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Title: 'Lost in transition': alienation and drop out during the transition to mathematically-demanding subjects at university
Authors: Hernandez-Martinez, Paul
Keywords: Mathematical education
Issue Date: 2016
Publisher: © Elsevier
Citation: HERNANDEZ-MARTINEZ, P., 2016. 'Lost in transition': alienation and drop out during the transition to mathematically-demanding subjects at university. International Journal of Educational Research, 79, pp. 231-239.
Abstract: This paper explores the reasons why some previously engaged students drop out during their transition to mathematically-demanding university degrees. The concept of alienation is used to explain drop out: alienation occurs when social practices restrict the individuals' agency in such ways that they are unable to transform the social conditions in which they participate, even though they might place a great effort in doing so, hence becoming alienated objectively and subjectively. So, for instance, engineering students that see themselves as 'practical', find that the theoretical/academic practice of university mathematics becomes irrelevant to their aspirations and ways of learning, i.e. alien to their identity as learners. The impossibility of changing this situation becomes recognised and results in their drop out.
Description: This document will remain Closed Access for 18 months after the date of its commercial publication (until 05/09/2017).
Sponsor: This research was funded by the Economic and Social Research Council grants RES-000-22-2890 and RES-062-23-1213. We would also like to acknowledge their continued support to further disseminate results through the follow-on ESRC grant RES-189-25-0235.
Version: Accepted for publication
DOI: 10.1016/j.ijer.2016.02.005
URI: https://dspace.lboro.ac.uk/2134/20671
Publisher Link: http://dx.doi.org/10.1016/j.ijer.2016.02.005
ISSN: 0883-0355
Appears in Collections:Closed Access (Mathematics Education Centre)

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