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Esta dissertação tem como objetivo principal explicar a posição paradoxal de um colégio público de ensino médio em São Paulo considerado de excelência, a Escola Técnica Federal, e a produção social das disposições que sustentam o sucesso escolar de seus alunos. A Federal possui características institucionais híbridas que se traduzem nas oscilações profissionais e pedagógicas dos próprios professores, tais como: o laxismo pedagógico; um corpo docente altamente qualificado; autonomia relativa na docência; ritos acadêmicos típicos das universidades públicas; ausência de um projeto pedagógico unificador. O vestibulinho para ingresso, principal característica institucional da escola, produz tanto uma seleção rigorosa de um público altamente suscetível à ação pedagógica da instituição como um sentimento de eleição entre os jovens aprovados. Os jovens da Federal herdam de suas famílias um capital cultural inicial que possui alto rendimento escolar, principalmente por estar associado à outra herança: a narrativa mitológica do passado familiar. A hipótese explicativa, construída a partir da teoria de Bourdieu, para o alto investimento escolar estabelece que a propensão para investir na educação escolar varia de acordo com o grau em que a manutenção ou a possibilidade de ascensão social da família depende da escola. Para transpor as barreiras que separam as frações das classes médias das frações das classes dominantes, os alunos manejam um repertório simbólico que inclui a história de sucesso da família, valores ascéticos e a crença no mérito necessário para justificar e impulsionar as conquistas escolares e sociais. Busca-se nesta dissertação, portanto, conciliar duas abordagens sobre o sucesso escolar: de um lado, a explicação a partir de fatores estruturais, tais como a posição social das famílias e a posição da instituição no espaço das escolas de ensino médio de São Paulo e, de outro, a interpretação das motivações e representações dos estudantes a respeito dos estudos e de algumas identidades produzidas em interação no interior do próprio colégio, tais como os rótulos dos nerds e do prodígio. Por fim, esta dissertação mostra como o passado escolar e social dos alunos da Federal delimita o campo de possíveis em relação à escolha das carreiras do ensino superior. Esta pesquisa foi realizada a partir da observação do cotidiano da escola, da aplicação de 257 questionários com os alunos do terceiro ano e da realização de entrevistas em profundidade com 21 estudantes, quatro professores e duas mães de alunos / This thesis has as main purpose to explain the paradoxical position of a public high school in São Paulo, which is reputed of valuable quality, the Escola Técnica Federal, and also the production of the dispositions that support the academic success of its students. The Escola Federal has hybrid institutional characteristics that appear in professional and pedagogical oscillations of the teachers themselves, such as: pedagogical laxity; highly qualified faculty; relative autonomy of teaching; academics rituals typical of public universities; absence of unifying pedagogical project. The admission test, main institutional characteristic of the school, produces both a severe selection of a public strongly sensitive to the educational action of the institution, and a feeling of election among the admitted students. The students of Federal inherit from their families an initial cultural capital that has a high academic income, mainly because it is associated with another heritage: the mythological narrative of family past. The explaining hypothesis for the high academic investment was developed based on Pierre Bourdieus theory and suggests that the tendency to invest in formal education varies according to the degree in which the maintenance or the possibility of social mobility of the family depends on the school. In order to overcome the barriers that set apart fractions of middle classes from fractions of dominant classes, those students handle a symbolic repertoire. This symbolic repertoire includes the history of familys success, ascetic values and belief in personal merit that are necessary to justify and to encourage their social and academic achievements. Therefore, this thesis aims to reconcile two approaches about academic success: in one hand, the explication of academic success based on structural factors, such as the social position of the family and of the institution in the space of high schools of São Paulo; and, in the other hand, the interpretation of the students motivations and representations about their studies, and some of the identities that are produced in the interaction between them within school, such as the label of nerds and prodigy. Finally, this thesis shows how the educational and social background of the Federals students bounds their field of possibilities regarding their choices of college carriers. This research was achieved by the observation of the daily life of the school, the application of 257 questionnaires to students and the conduction of in-depth interviews with 21 students, four with teachers and two with mothers of students.

Esta dissertação tem como objetivo principal explicar a posição paradoxal de um colégio público de ensino médio em São Paulo considerado de excelência, a Escola Técnica Federal, e a produção social das disposições que sustentam o sucesso escolar de seus alunos. A Federal possui características institucionais híbridas que se traduzem nas oscilações profissionais e pedagógicas dos próprios professores, tais como: o laxismo pedagógico; um corpo docente altamente qualificado; autonomia relativa na docência; ritos acadêmicos típicos das universidades públicas; ausência de um projeto pedagógico unificador. O vestibulinho para ingresso, principal característica institucional da escola, produz tanto uma seleção rigorosa de um público altamente suscetível à ação pedagógica da instituição como um sentimento de eleição entre os jovens aprovados. Os jovens da Federal herdam de suas famílias um capital cultural inicial que possui alto rendimento escolar, principalmente por estar associado à outra herança: a narrativa mitológica do passado familiar. A hipótese explicativa, construída a partir da teoria de Bourdieu, para o alto investimento escolar estabelece que a propensão para investir na educação escolar varia de acordo com o grau em que a manutenção ou a possibilidade de ascensão social da família depende da escola. Para transpor as barreiras que separam as frações das classes médias das frações das classes dominantes, os alunos manejam um repertório simbólico que inclui a história de sucesso da família, valores ascéticos e a crença no mérito necessário para justificar e impulsionar as conquistas escolares e sociais. Busca-se nesta dissertação, portanto, conciliar duas abordagens sobre o sucesso escolar: de um lado, a explicação a partir de fatores estruturais, tais como a posição social das famílias e a posição da instituição no espaço das escolas de ensino médio de São Paulo e, de outro, a interpretação das motivações e representações dos estudantes a respeito dos estudos e de algumas identidades produzidas em interação no interior do próprio colégio, tais como os rótulos dos nerds e do prodígio. Por fim, esta dissertação mostra como o passado escolar e social dos alunos da Federal delimita o campo de possíveis em relação à escolha das carreiras do ensino superior. Esta pesquisa foi realizada a partir da observação do cotidiano da escola, da aplicação de 257 questionários com os alunos do terceiro ano e da realização de entrevistas em profundidade com 21 estudantes, quatro professores e duas mães de alunos / This thesis has as main purpose to explain the paradoxical position of a public high school in São Paulo, which is reputed of valuable quality, the Escola Técnica Federal, and also the production of the dispositions that support the academic success of its students. The Escola Federal has hybrid institutional characteristics that appear in professional and pedagogical oscillations of the teachers themselves, such as: pedagogical laxity; highly qualified faculty; relative autonomy of teaching; academics rituals typical of public universities; absence of unifying pedagogical project. The admission test, main institutional characteristic of the school, produces both a severe selection of a public strongly sensitive to the educational action of the institution, and a feeling of election among the admitted students. The students of Federal inherit from their families an initial cultural capital that has a high academic income, mainly because it is associated with another heritage: the mythological narrative of family past. The explaining hypothesis for the high academic investment was developed based on Pierre Bourdieus theory and suggests that the tendency to invest in formal education varies according to the degree in which the maintenance or the possibility of social mobility of the family depends on the school. In order to overcome the barriers that set apart fractions of middle classes from fractions of dominant classes, those students handle a symbolic repertoire. This symbolic repertoire includes the history of familys success, ascetic values and belief in personal merit that are necessary to justify and to encourage their social and academic achievements. Therefore, this thesis aims to reconcile two approaches about academic success: in one hand, the explication of academic success based on structural factors, such as the social position of the family and of the institution in the space of high schools of São Paulo; and, in the other hand, the interpretation of the students motivations and representations about their studies, and some of the identities that are produced in the interaction between them within school, such as the label of nerds and prodigy. Finally, this thesis shows how the educational and social background of the Federals students bounds their field of possibilities regarding their choices of college carriers. This research was achieved by the observation of the daily life of the school, the application of 257 questionnaires to students and the conduction of in-depth interviews with 21 students, four with teachers and two with mothers of students.

University of Macau / Faculty of Education

The main purpose of this applied dissertation was to explore why a new student who is fully admitted to an academic program never proceeds to registration during their first semester. A research study addressing these instances might help college administrators improve conversion rates of admitted students. The fact that four of the six participants only applied to one university, the researcher believes, validates several prior research studies that directly linked a strong connection between a student’s positive perception of a college and the likelihood that they enroll in it. All of these participants in fact did perceive the university positively; therefore, many of them only applied to it for admission. Several of the participants mentioned that the university’s course offerings, format, and academic fit were among the reasons why they applied to it as well. However, what the study results revealed was not so much about their positive perception of the university or whether or not it was a good academic fit, but more so the lack of communication with the university during the enrollment process, difficulty in navigating the financial aid process, and their common need for a more personalized experience with their financial aid needs that led them to not enroll. The researcher was able to identify six major participant experiences and topics that were among the most commonly used by each of the participants. They included financial aid, cost, personalized experience, level of ease or difficulty relative to the enrollment, expressed need for more information, and communication. After the researcher identified each of the six most commonly mentioned participant experiences and topics within the enrollment process, three major emerging themes became apparent. The three major emerging themes were: Personalized Experience, Communication, and Financial Aid. The results of this study, such as identifying multiple consistent emerging themes of why an admitted student chooses to not enroll, can add value for any university especially one that is seeking to improve its enrollment management processes, the overall experience of its admitted prospective students within its admission system, and its admitted and enrolled conversion rate.

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The problem this study addressed is the relationship between Clery Act crime data and student recruitment at private colleges and universities. For this quantitative study, I used secondary data from the Department of Education and the Delta Cost Project (2013) to conduct ordinary least squares regression analyses to determine the predictive ability of institutional characteristics, specifically the total number of crime incidents reported in compliance with the Clery Act, on the variance in number of applications and applicant yield rate at private four-year institutions in the United States. Findings showed that the total number of reported incidents was a significant positive predictor of the total number of applications. Conversely, findings also showed that the total number of incidents had a significant negative impact on institutional yield rates. An implication of this study is that although crime statistics required by the Clery Act may not serve as variables used in the student application process, they are part of numerous variables used in the student's decision to enroll at a particular school. The findings highlight the importance of prioritizing and investing in safety and security measures designed to reduce rates of crime; especially for private, enrollment-driven institutions of higher education.