22 SES 04 A, Inclusion and Diversity in Higher Education Settings
Parallel Paper Session
Despite the increasing access to higher education there are some factors which negatively affect the career of non-traditonal students. The slogan of the „widening participation” would have been even a more important balancing role in disadvantaged areas, in one hand because of the proportion of graduates is low due the late expansion, on the other hand because of the overrepresentation of losers of the economical and social transformation in certain regions. Although we can find higher education centres with long tradition there, students got to the tertial education from families where the parents had not had any experience on the higher levels of the educational system, the organization of the higher education, the behaviour of the faculty still carry traces of the old elite education and a significant part of the students have difficulties to combat the problems of entering and being able to stay in the tertial education. However due to the economic crisis the goverment is forced to reduce the state-financed pleaces in higher education. The possibilities is self-payed further studies of students are very different in distinct educational directions, and the education preparing for high social prestige professional careers are unattainable for low-status groups. Non-traditional students are kept away not only because of the unattainable training costs but also because of the institutional habits acting as an invisible power. Bourdieu (1986) interprets the habits as the motivate of social actors which is developed trough socialisation of individual agents: behavioral repertoire of legitimate behavior, standstill, perceptual, cognitive patterns. It includes the institutional habits namely the influence of the dominant social and cultural groups, for example, scientific traditions and high-status students. (Berger 1997, Reay 2009) Research of the CHERD in the peripheral regions of three Central European countries during the last decade showed that the university centres in the crossborder areas must face particularly big challenges in this respect. In these crossborder areas there are more students who need bigger institutional help because of their disadvantaged situation, their national-cultural identity and their earlier school career (Fónai et al. 2011, Engler 2010). This research seeks to answer how three or four types of non-traditional students (children of parents with low qualifications, women, nation or ethnic minorities) compared to each other or to the traditional students, sees the perspectives of their profession in different faculties. (Fónai et al. 2011, Engler 2011).It was previously stated that they sense the institutional habits through a particular lense, now we are going to investigate how the provision of certain forms of social capitol aids in the modification of this specific perception. On the basis of the theory on the benefits of the effect of social capital to school career (Coleman 1988), the institutional integration theory (Tinto 1993), and our earlier research experience (Pusztai et al. 2012) we suppose that the available forms of the relational resources in educational institutions can compensate the reproductive mechanisms in school career.
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