Reference
Schofield, L. M., Takriti, R., & Atkinson, S. (2023). Higher Education, Social Mobility and Social Class: Importance of Habitus and Capitals when Analysing Student Choice
and Transitions. International Journal of Educational and Life Transitions, 2(1): 6, pp. 1–14. DOI: https://doi.org/10.5334/ ijelt.45
Vodcast
You can listen to Dr Schofield’s providing an overview of the article here
Transcript of the vodcast
Extensive literature spanning decades articulates the complexities for young people from ‘lower socioeconomic communities’ in the decision-making process surrounding education – possibly highlighting how Widening Participation policy and practice, is not necessarily reducing socioeconomic inequalities, and contributing to social mobility. Arguing for the crucial role of cultural, social, and economic capital to be considered in educational policy-making, this paper examines the educational and transitional experiences of students from lower socioeconomic communities within the United Kingdom, moving to Higher Education.
As a way to unravel the complexities that surround movement from further education to higher education in the UK context this paper works with Bourdieu’s conceptual toolkit (habitus, agency, and capitals) to operationalize focus group data.
Through the use of focus groups, the research suggests that despite governmental optimism and policy the presence of anxiety and fear in young people from lower socioeconomic communities, in applying to HE, is multifaceted. This article highlights that despite students demonstrating a determination and aspiration in the transition from FE to HE, the idea of ‘choice’ remains widely problematic for the under-represented.
As such, the paper urges educators and policy-makers to rethink the complexities of choice concerning student transitions when opportunities in terms of life trajectories remain governed by social class boundaries.
TCELT Research Seminar based on this article https://www.dundee.ac.uk/events/tcelt-research-seminar-march-2023
