The article looks at how different types of reasoning about educational choices within a group of ninth graders have influenced their participation in the Danish educational system. The study, based on interviews with 15-year-olds,1 shows how social background and differing personal experiences and strategies influence young people’s ability and desire to engage in the decision-making process. The article identifies six different ideal types of reasoning about educational choice and shows that types of reasoning are a vital component in managing the transition from compulsory to post-compulsory education.
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