Session Information
04 SES 02 B, Policy and Ethnic Diversity
Paper Session
Contribution
Introduction
This paper will present key findings from a recent critical study which examined policy imperatives; the extent to which participation in higher education can enhance social equity and the perceptions of students participating in higher education. Firstly, the paper explores the theoretical socio-political constructs which underpin the notion of a ‘fair and equal society’. Secondly, there is an assessment of the UK governments ‘widening participation’ agenda as a response to non-participation in higher education; the barriers to full access and participation, namely; poverty, social exclusion, poor school attainment and other key antecedents. Finally, the paper offers key conclusions and action points which support more reforms in higher education. These action points are seen to address the key challenges facing urban education across the new diverse Europe.
Context
Widening participation in higher education is a key political imperative and policies to implement this ideal are central to the work of the European commission. Europe has around 4,000 higher education institutions, with approximately 19 million students and 1.5 million staff employed. The thrust of this action across Europe follows on from the Lisbon Treaty, the Bologna process and the launch of the European Higher Education Area in 2010.
Empirical evidence suggests that inequalities in participation in all forms of post compulsory education have endured over the past fifty years in the UK with significant minorities routinely excluded, Gorard et al. (2006). Furthermore, “despite a major expansion in student numbers over the past decade, students from lower social class backgrounds remain highly under-represented in higher education” (Stevenson and Lang, 2010:1). Disturbingly, Gorard et al. (2006) counsel us that the determinants of non-participation are long term and rooted in family, locality and history, and are far from being easily fixed. This is borne out by recent research undertaken by the Teaching and Learning Research Programme which regrettably clearly affirms that patterns of exclusion are continuing to grow (David et al. 2008). To create more equity in higher education, the UK Government and Scottish Government have since the 1980s had in place a key agenda, ‘widening participation’.
The focus of this work is on higher education in Scotland, but the outcomes are seen to be highly relevant to the strategies being developed across Europe and in the urban education setting in particular.
Theoretical context
This paper uses a sociological inquiry approach which blends together four defining features:
- Exploratory…In that it seeks to find out what is happening and why. Saunders et al (2007). By analysing a range of competing perspectives from leading authorities in higher education.
- Descriptive……Providing a picture of what is happening as it naturally occurs by accessing the subjective discourse of students. Hedrick et al (1993).
- Explanatory…..Assessing the efficacy of explanations which seek to explain why as opposed to what is happening in higher education. Gray (2009)
- Interpretive….Exploring the subjective narratives of students and their motivations in relation to accessing and participating higher education. Paul (2004)
Method
Expected Outcomes
References
Adams, M. and Brown, S. (2006) Towards Inclusive Learning in Higher Education. Abingdon: Routledge. Brennan, J. and David, M. (2010) Teaching and Learning and the Student Experience in Higher Education and Society: a research report. Centre for Higher Education Research and Information, The Open University. Briggs, S. and Pritchett, N. (2010) A comparison of staff perceptions and student experiences of issues associated with university study. Journal of Learning Development in Higher Education, Issue 2. Crozier, G and Reay, D. (2008) The Socio Cultural and Learning Experiences of Working Class Students in Higher Education. Full Research Report, ESRC End of Award Report, Swindon. David, M., Parry, G., Vignoles, A., Hayward, G., Williams, J., Crozier, G., Hockings, C., and Fuller, A. (2008) Widening participation in higher education; A Commentary by the Teaching and Learning Research Programme, Economic and Social Research Council Gopal, P. (2010) University mustn’t again be the rich’s hereditary domain. The Guardian. 20 August, p.30. Gorard, S., Adnett, N., May, H., Slack, K., Smith, E., and Thomas, L., (2006) Review of Widening Participation Research: Addressing the Barriers to Participation in Higher Education. Bristol: HEFCE. Gray, D. (2009) Doing Research in the Real World. London: Sage Publications. Hedrick, TE, Bickman, L, & Rog, DJ. (1993) Applied research design: A practical guide. Newbury Park, CA: Sage Publications James, R. (2007) Social Equity in a mass, globalised higher education environment: the unresolved issue of widening access to university. The University of Melbourne, Australia. Paul, J. (2004) Introduction to the philosophies of research and criticism in education and the social sciences. London: Prentice Hall. Saunders, M., Lewis, P and Thornhill, A. (2007) Research Methods for Business Students, 4th edition. London: Prentice Hall. Stevenson, J. and Lang, M. (2010) Social class and higher education: a synthesis of research. The Higher Education Academy.
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