Im Working Class and Proud of Itgendered experiences of non-traditional participants in higher education

Tett, Lyn

doi:10.1080/09540250050009993

Cited by 77 publications

(62 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The reason for the focus on this sub-sample is that they differed from the rest of the student cohort in the case study university on a number of dimensions in addition to their different pre-university experiences of teaching and assessment. First, they were mature and research has shown (Tett, 2000: Waller, 2006) that mature students are likely to experience greater difficulties in making the transition to more formal assessment regimes. Also, unlike 4 the main student body, they did not had peers who were entering higher education and, in addition, the majority of this sample had child-care responsibilities and commuted to the university rather than living on campus.…”

Section: Methodsmentioning

confidence: 99%

Learning from feedback? Mature students’ experiences of assessment in higher education

Tett

Hounsell

Christie

et al. 2012

Research in Post-Compulsory Education

Self Cite

View full text Add to dashboard Cite

This paper draws on a longitudinal study of students who entered an ancient Scottish university directly from Further Education Colleges (FECs) to discuss the role that different assessment regimes played in their university careers. It illuminates aspects of learning from feedback from the perspective of students whose pre-university experiences of assessment provided a major contrast to that of the majority of their peers. Overall it shows that students do learn from feedback and become able to self-assess and monitor their own learning and develop their own standards. It argues, however, that their experiences can be much more productive if there is more emphasis on feeding forward to meet changing expectations over time. This enables students to develop as independent learners and means that different strategies are appropriate at different stages of students' university careers.

show abstract

Section: Methodsmentioning

confidence: 99%

Learning from feedback? Mature students’ experiences of assessment in higher education

Tett

Hounsell

Christie

et al. 2012

Research in Post-Compulsory Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Examples from then and more recently include: age of the 'mature students' (Wakeford, 1994;Baxter and Hatt, 1999); age and gender (Maynard and Pearsall, 1994;Betts, 1999); ethnicity (Archer and Hutchings, 2000;Gilchrist et al, 2003) and class (Tett, 2000;McFadden, 1995). Webb later contributed to Williams's (1997a) edited collection seeking to further challenge shorthand forms of representation as overly deterministic and essentialising.…”

Section: Introductionmentioning

confidence: 99%

“…Some consider it appropriate when describing what they consider the (frequently) privileged youth associated with HE, rather than themselves, with the university itself seen as somewhere 'local people may go to work, but not necessarily…to study ' (Stuart, 2002, p. 77). Tett (2000) writes of working class students from communities where their classed identity was positively valued, and careful self-policing of behaviour and 'middle class pretensions' took place (see also Burn and Finnigan, 2003;Reay, 2001). For these learners class, rather than age, is the key factor informing their experience.…”

Section: Introductionmentioning

confidence: 99%

‘I don’t feel like ‘a student’, I feel like ‘me’!’: the over‐simplification of mature learners’ experience(s)

Waller

2006

Research in Post-Compulsory Education

View full text Add to dashboard Cite

“…This highlights the intergenerational aspect of Ellie's journey, too. Engagement with study is sometimes about the effects for a group of people rather than just the individual who is enrolled (Longhurst et al, 2012), and positive outcomes are often linked, for students who are parents, with their children's lives (Reay et al, 2002;Tett, 2000). This was true for Ellie, as seen in the comment to her children that if she had studied harder at school the family would have been better off financially.…”

Section: Analysis Of Ellie's Storymentioning

confidence: 81%

“…Her children and husband also benefitted from the cultural experience of Ellie's study abroad semester. Ellie noted, though, that her children had to 'cope' with her being less available due to her enrolment, a sentiment shared by mature students in other studies (Kaldi & Griffiths, 2011;Tett, 2000).…”

Section: Analysis Of Ellie's Storymentioning

confidence: 99%

Narratives from non-traditional students in higher education

Macqueen¹

View full text Add to dashboard Cite

This study examines the experiences of non-traditional university students in higher education. Recommendations from the Review of Australian Higher Education (Bradley, Noonan, Nugent & Scales, 2008) have seen universities aiming to increase enrolments of school leavers, particularly those from low socioeconomic status backgrounds. Similar trends have occurred in other countries such as the United Kingdom, with mixed success.In addition to students from low socioeconomic backgrounds, non-traditional students include those who are mature-age, have low achievement at secondary school, are from Indigenous or Torres Strait Islander backgrounds (in Australia), belong to minority ethnic groups, or come from rural or remote areas. Despite widening participation initiatives, enrolments of students from less advantaged groups have remained largely static in recent decades, both in Australia and elsewhere.Research has shown that students attracted to university in the context of widening participation policies are clustered in some particular institutions, based on location, admission requirements and the extent to which the institution itself genuinely participates in the policy initiative. Likewise, such students are more likely to enrol in some degrees than others. They are likely to be the first generation from their family to attend university.Students from less advantaged groups also experience higher education differently from their more advantaged peers, and face additional challenges. There are exceptions, with some non-traditional students succeeding in HE, but little is known about the factors which facilitate such success.This thesis presents a longitudinal study which combines a Bourdieuian theoretical framework with a narrative methodology. Non-traditional students with a range of background variables were followed into, through and sometimes beyond their enrolment

show abstract

Im Working Class and Proud of Itgendered experiences of non-traditional participants in higher education

Cited by 77 publications

References 0 publications

Learning from feedback? Mature students’ experiences of assessment in higher education

Learning from feedback? Mature students’ experiences of assessment in higher education

‘I don’t feel like ‘a student’, I feel like ‘me’!’: the over‐simplification of mature learners’ experience(s)

Narratives from non-traditional students in higher education

Contact Info

Product

Resources

About