Interrupted trajectories: the impact of academic failure on the social mobility of working-class students

Byrom, T; Lightfoot, Nic

doi:10.1080/01425692.2013.816042

Cited by 27 publications

(12 citation statements)

References 25 publications

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“…This means students, during university education, make an effort to build network to contribute their social capital rather than cultural capital traditionally. However, this effort may not be rewarded as expected because there are barriers and facilitators (Bathmaker, Ingram & Waller, 2013;Byrom & Lightfoot, 2013;Smart et al, 2009) that create an unequal competition in the labor market. For example, private university has a facilitator role in this process.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Private university students views on the role of university education

Basgurboga¹,

Açar²

2019

HIG

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/ÖZGÜN ARAŞTIRMA *The words "university education" and "private university" are intentionally used instead of "higher education" and "foundation university"; related explanations and discussion are available in the article. *"Yükseköğretim" ve "vakıf üniversitesi" yerine 'üniversite eğitimi' ve 'özel üniversite' ifadeleri kasıtlı olarak kullanılmıştır; ilgili açıklamalar ve tartışma makalede yer almaktadır.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Private university students views on the role of university education

Basgurboga¹,

Açar²

2019

HIG

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“…Manit's experiences are closely linked to his parents' education and knowledge of HE, a key driver of aspirations for university (Galotti & Mark, 1994). HE participation makes unspoken demands on non-traditional students to move away from class-based practices that have framed their earlier experiences (Byrom & Lightfoot, 2013). Breaking the intergenerational cycle of educational inheritance involves day-to-day family life that prioritises education through non-material resources (Gofen, 2009).…”

Section: I: So Your Brother Has Applied?mentioning

confidence: 99%

Social mobility in the slipstream: first-generation students’ narratives of university participation and family

Wainwright

Watts

2019

Educational Review

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In recent years, increasing research attention has been devoted to "first-generation" or "first-in-family" university students. For a sizeable cohort of students there is still little or no family tradition of supporting new university entrants into, and few expectations of, the novel and unfamiliar territory of university life and work. Contextualised by UK policy concerns over limited widening participation and social mobility, we extend current research on first-generation university students with an enhanced focus on family and home. Drawing on extended narratives from eight firstgeneration students, this paper explores the extent to which these students can have a "slipstream" effect back upon the home, on their siblings and, in some instances, on their parents. Informed by understandings of family learning and social learning theory, the concept of familial role-modelling is used to consider the transmission of learning within the family. With familial cultures of learning a key driver for young people's ambitions and aspirations, by focusing on the under-researched links between home, family, and university, we stress the importance of further exploring the experiences of first-generation students. This, we argue, is necessary for individual universities, the HE sector, and government to better acknowledge and address. ARTICLE HISTORY

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“…Christie et al (2004) also mention wrong course or university choices as a cause of dropout among members of this group and extend this diagnosis to include limited social capital (and thus a lack of information) and lower cultural capital, above all in the first phase of a degree. Working-class students are frequently named as the most important group among non-traditional students and are often described as ‘cultural outsiders’ in the fields of higher education, and especially in the more prestigious disciplines (Aries and Seider, 2005; Byrom and Lightfoot, 2013). Lehmann (2007) describes the social or cultural clash with both the university field and fellow students from a middle-class background that results from a ‘lack of recognizable status symbol’, habitus dislocation and mismatch between expectations and constraints.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Habitus conflicts and experiences of symbolic violence as obstacles for non-traditional students

Nairz‐Wirth

Feldmann

Spiegl

2017

European Educational Research Journal

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Despite an expansion of educational opportunities throughout the EU, access to university is still distributed based on social inequality. This tendency can be observed in all EU countries, with Germany, Austria and Slovakia showing particularly low levels of upward mobility. Many working-class students or other non-traditional students never even contemplate entering the field of higher education; others achieve university entry, but fail to overcome the obstacles faced in this field. Drawing on Bourdieu’s theoretical-methodological approach and based on 12 narrative, problem-centred interviews, this study presents a general habitus-oriented analysis of non-traditional university drop outs. We then focus on one case study to describe how the habitus of a non-traditional student is preformed through his family and school background and conflicts with the university field and its institutional habitus requirements. We show that students with a strong sense of their social position and ‘place’ (Bourdieu, 1990; Goffman, 1951) are particularly at risk of feeling like ‘cultural outsiders’ in the higher education field, a situation that leads to increased fears of failure. We conclude with a reflection on the relevance of Bourdieu’s relational thinking for understanding and addressing the underlying mechanisms of social inequality and a discussion of measures necessary to improve graduation rates for non-traditional students in Europe.

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Interrupted trajectories: the impact of academic failure on the social mobility of working-class students

Cited by 27 publications

References 25 publications

Private university students views on the role of university education

Private university students views on the role of university education

Social mobility in the slipstream: first-generation students’ narratives of university participation and family

Habitus conflicts and experiences of symbolic violence as obstacles for non-traditional students

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Interrupted trajectories: the impact of academic failure on the social mobility of working-class students

Cited by 27 publications

References 25 publications

Private university students views on the role of university education

Private university students views on the role of university education

Social mobility in the slipstream: first-generation students’ narratives of university participation and family

Habitus conflicts and experiences of symbolic violence as obstacles for non-traditional students

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Product

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About

Private university students views on the role of university education

Private university students views on the role of university education