Mapping social and economic vulnerability onto the progress of students in vocational education and training

Abstract

This article analyses the ways in which the perception of financial stress interferes vocational education students' engagement and how this is related to educational intentions and trajectories and intentions to persist or drop out. The study is part of a broader investigation of VET students' trajectories and transitions. An ad hoc questionnaire was administered to a sample of 2,482 students from six Spanish regions. The data analysis was organised in two phases: first, we sought to identify the demographic profile of students who reported financial stress in pursuing their studies, comparing this perception with their family context and academic trajectory variables; subsequently, a two-step cluster analysis was performed to identify differentiated student profiles. The results show that financial stress is concentrated in certain groups according to age, employment status and family background, and is associated with lower levels of academic satisfaction, self-efficacy and future aspirations. The cluster analysis yielded four student profiles with differentiated combinations of academic integration and economic vulnerability, one of which concentrated almost all dropout intentions. Results reveal the need to develop guidance and support policies that address the interaction between material conditions and academic factors to enhance persistence and wellbeing amongst VET-students in contexts of inequality.