Inequalities in students’ union leadership: the role of social networks

Abstract

Drawing on a national survey of students' union officers and staff, and a series of 24 focus groups involving both union officers and institutional senior managers, this article explores the characteristics of those who take up leadership roles in their (higher education) students' union. We show that, in several areas -and particularly in relation to gender, ethnicity and age -union leaders do not represent well the diversity of the wider student body. In explaining these inequalities, we argue that friendship groups and other peer networks play a significant role in determining who does and does not take up leadership positions. Moreover, as friendship groups are often formed on the basis of 'differential association' and are thus frequently socially homogenous, inequalities tend to be perpetuated. Wider institutional cultures and societal norms are also implicated.

Student voice and influence on employability in Australian higher education

“…This lack of data limits the ability to examine whether student unions are adequately catering to diverse student populations. International research has found that black and minority ethnic (BME) students in the UK, mature age students, and women are less likely than others to take up student union positions (Brooks et al, 2015a;Equality Challenge Unit, 2007). Furthermore, low SES students, ethnic minority students, and mature age students can be less likely to participate in clubs and societies (Martin, 2012;Walpole, 2013;Stuart et al, 2011).…”

“…Studies from the United Kingdom have found that some student groups are under-represented in leadership and officer positions within student unions, including: black and minority ethnic (BME) students; mature age students, particularly those over 30 years of age; and female students, who are particularly under-represented in the role of president (Brooks et al, 2015a;Equality Challenge Unit, 2007). International research has also shown that low SES students spend less time than their peers participating in extra-curricular activities, including student-led clubs and societies (Martin, 2012;Walpole, 2013;Radloff, 2010;Stuart et al, 2011).…”

Higher education students as political actors: evidence from England and Ireland

“…Although students are now more likely to be involved in university governance than in the past, Klemenčič (2012) argues that student representation in general has shifted from being conceived of as a political position, defending the collective interests of the student body, to an entrepreneurial role, dedicated to giving advice to senior university managers with respect to quality assurance and service delivery. Studies of student unions' in specific national contexts have documented similar shifts as such associations have become more closely aligned with university management (Brooks et al 2015b;Nissen and Hayward 2017;Rochford 2014). Finally, some scholars have pointed to the difficulty of articulating a single collective student voice in a massified HE system with an increasingly diverse student body (e.g.…”

“Gay capital” in gay student friendship networks

“…Educational settings have been a central focus for scholars interested in the expression of class, gender, and erotic capitals, and research has examined the role of socially homogenous friendship groups in structuring inequalities in universities (e.g., Brooks, Byford, & Sela, 2015). For example, scholars argue that cultural capital plays a key role in the reproduction of class inequality, particularly in education systems which conform to and promote an elitist culture (Bourdieu, 1984;Huppatz, 2012;Skeggs, 2004).…”

“…For example, scholars argue that cultural capital plays a key role in the reproduction of class inequality, particularly in education systems which conform to and promote an elitist culture (Bourdieu, 1984;Huppatz, 2012;Skeggs, 2004). Social networks in educational settings also tend to be highly homogenous, where universities facilitate social bonds between students with similar socioeconomic backgrounds (Brooks, Byford, & Sela, 2015) and students are less likely to form friendships with those from a different social class (Papapolydorou, 2014). …”