Education policy across the EU focuses on combating diversity and enabling all students to succeed in higher education and develop their skills, irrespective of their gender, personal characteristics and socioeconomic background. However, research shows that access, success and chances of higher education remain socially and spatially differentiated. The higher education systems reproduce the diversity and inequalities reflected in the wider society. Non-privileged social groups persistently achieve less in higher education, despite the policies and practices at a national, supra-national and institutional level designed to redress these inequalities and promote inclusion.
In the last decades, widening participation in higher education has resulted in a transition from an ‘elite’ to a ‘mass’ higher education in many European countries. Providing equal opportunities to social groups previously underrepresented in higher education is officially presented as the main reason for the aforementioned expansion. International educational policy focuses on how the education systems, through their organisation and practices, promote social just practices and make higher education equally accessible to all. Many studies examine whether social inequalities have started to decrease and who has benefited from widening participation policies in higher education. Despite the implementation of policies aiming at widening participation in higher education in many countries, inequalities persist (Burke, 2012; Αrcher, 2007). The participation of disadvantaged groups in higher education triggers new forms of inequalities and increase heterogeneity creating new challenges for higher education policy agenda (Crozier et al., 2008; Αrcher et al., 2003).
In the Greek context, the participation of disadvantaged groups in higher education (HE) has been widened recently through the national legislation HE framework, raising, however, issues related to how students with disadvantaged background cope with the academic demands, especially when attending high status university departments. Because of the current economic crisis and the migration and refugee flows in Greece, issues of inequalities and disadvantaged students’ support become even more timely. In Greece, few studies have been conducted on social class, discrimination and inequalities in higher education. These studies indicate that disadvantaged HE students confront difficulties at university, such as discrimination, low academic performance, delayed completion of studies and dropouts (Sianou- Kyrgiou, 2015).
To cover this lacuna, an ongoing research project is being conducted in Greece entitled “Educational trajectories in Greek higher education: Diversity, Inequalities and Inclusion” (University of Ioannina, Greece, academic year 2018-2019) investigating aspects of the aforementioned issues and drawing attention to the support provision towards disadvantaged students.
Drawing on Bourdieu’s (2004) concepts, this paper uses ‘habitus’ and ‘capital’ to understand university practices on combating inequalities and exclusions in Greek higher education system. In particular, the paper deploys “institutional habitus” (Reay et al., 2001) in combination with students’ individual habitus to interpret university support policies and practices provided to HE students of disadvantaged backgrounds across the three universities under study. Fraser’s (1997) social justice concepts also underpin our attempt to better understand higher institutions’ measures put in place to support HE disadvantaged students as well as students’ accounts on universities’ practices towards diversity, equity and inclusion.