Session Information
04 SES 05 B, Social Class
Paper Session
Contribution
Adults returning to higher education (HE) remain a non-normative and non-traditional category of entrants to (HE). Whilst some recent evidence from market research conducted by a university in south London[i] suggests that this is changing, the reality is not reflected in terms of the promotion or the focus of support that these students may require in order to engage, and succeed, in HE. Working class students are those who have traditionally experienced transition difficulties from their social origins through a higher education process which has differed from their social experiences.[ii] However, in many major urban areas working class entrants may have become supplanted by other entrants, particularly with overseas origins, who are similarly socially and/or educationally disadvantaged by a higher education system that may not be sufficiently well attuned to their needs. The importance this has in a European dimension is that urban conurbations in Europe, as with the UK, are experiencing an increasing migratory population[iii], many of whom will seek to improve their social opportunities and integration through accessing higher education. Jean-Michel Baer states that social inequalities can only be addressed where barriers to social inclusion are removed. However, this requires a holistic approach to social and educational policy development[iv]. Thus, identifying the constraints experienced by potential HE students may enhance their trajectories through their educational experience and potentially improve their opportunities to secure career goals in the future.
Drawing on the work of researchers who have focused on choice and decision making in a social context[v] , an exploratory study of a cohort of adults seeking to enter HE in the UK, following a preliminary course of study (n=85), was conducted. There were approximately 35,000 adults studying on similar preparatory courses throughout the UK[vi]. The aim was to establish and clarify the factors that facilitated and/or constrained adults’ choices and decision-making to re-engage with education.
Located within an action research methodology[vii], and the multi-disciplinary contributions this can offer both education and social research, this study sought to systematically collect data[viii]. Drawing on the theoretical understanding associated with this approach it was anticipated that the findings may lead to social and/or educational change, at a local, national, and/or international level. It is the intention of the author to encourage strategic developments at a local level, in the first instance, based on the findings and for the implementation of these to be subsequently evaluated.
[i] Pollard, 2009, Personal correspondence
[ii] Jackson and Marsden, 1962
[iii] EC, 2009
[iv] Baer, 2009
[v] Giddens, 1991; Burke, 2007
[vi] QAA, 2009
[vii] Stringer et al., 2007
[viii] Bogdan and Biklen, 1992
Method
Expected Outcomes
References
Baer, J. M. (2009) Foreword to Moving Europe: EU research on migration and policy needs. European Communities Burke, P. J. (2007) Men accessing education: Masculinities, identification and widening participation, in British Journal of Sociology of Education Vol 28, No. 4: 411-24 Bogdan, R. and Biklen, S. K. (1992) Qualitative Research For Education, Boston: Allyn and Bacon Brannen, J. (1992) Combining qualitative and quantitative approaches: an overview. In J. Brannen (Ed.) Mixing Methods: Qualitative and Quantitative Research. Avebury, Hants. Giddens, A. (1991) Modernity and Social Identity. Polity, Cambridge Jackson, B and Marsden, D. (1962) Education and the working class. Routledge and Keegan Paul, London QAA (2009) Access to HE Data Trends Survey. QAA Gloucester Stringer, E. T. (2007) Action Research: A handbook for practitioners. Sage, Newbury Park, Ca
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