A very important choice : a study of social factors impacting students’ optional subjects’ choice in Malta

Abstract

This research used quantitative and qualitative data collection from education professionals including academics and officials within the Ministry for Education, and state school educators in Malta to query two research questions; "What are the main social factors influencing non-core subject choices of Form 2 (Level 8) students in Malta?" and "What are educators’ perceptions of provisions targeting informed non-core subject choices (e.g., guidance services, educator or staff advice)." The theoretical framework was informed by Althusser; contemporary Marxist educators who focused on Humanistic Education; and Bowles and Gintis (and Jean Anyon) to view perceptions of class influencing education structure. Main findings included that students are not included in stakeholder consultation in drafting and publication of policy/strategy with students reacting to inequality through alienation and disengagement. Early school leaving rates relate to guidance received in the optional subjects’ choice and the impetus for discussing the optional subjects’ choice is put on the parents who may or may not have access to the resources to guide their children. Implications concerning the theoretical framework were that policy/strategy was not designed with students in mind but reflected the needs of the state. Social class was a factor to consider in access to resources, and the sectoral system unconsciously reinforced student stratification. Recommendations included tracer studies following students from Year 6 (Level 6) through Form 5 (Level 11) and further/higher education or early school leaving. Focusing on structure can reveal additional structural issues and improve policies designed for students to access further and higher education.