Abstrakt
This is school ethnography of specialised technical secondary school with four different programmes of which one is three-year-vocational-school programme and three are four- year programmes. The aim of the study is to describe the students of the three-year programme transition from children to schooled young adults.
The study is in progress and has completed the first year. The students attending the first grade of three-year-vocational-school programme are selected for this school by their parents and their consultants for various reasons of which their school results are one of many although admittedly important one.
However once in the school their school results and assumed level of intelligence derived from their school results is something that is always prescribed to those students. The children are seen as a group with certain complex practises and values, viewed as less intelligent, badly behaved, messy and poor.
This estimation prescribed to the students of three-yearvocational-school programme is coming not only from their educators but also from their fellow students of different programmes. During the first year of study I can see that the student's adaptive strategy to the social environment at the school is inclining to accept those assumptions of them.
Nor the students themselves, neither their background but the school environment with its mechanisms are pushing the students into the already prescribed practises.