Thinking with and beyond Bourdieu in widening higher education participation

Webb, Susan E.; Burke, Penny Jane; Nichols, Sue; Roberts, Steven; Stahl, Garth; Threadgold, Steven; Wilkinson, Jane

doi:10.1080/0158037x.2017.1302926

Cited by 51 publications

(24 citation statements)

References 76 publications

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“…Bourdieu's concept of habitus offers insight into the manner in which context shapes an individual's dispositions and subsequently his or her thoughts and choices . Habitus has been used extensively within research examining education inequalities to investigate how and why an individual's background appears to influence his or her decisions around and participation in education …”

Section: Methodsmentioning

confidence: 99%

Bridging the cultural divide? Exploring school pupils’ perceptions of medicine

2019

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Context Literature published around a decade ago demonstrated that UK individuals from non‐traditional groups may not consider, or aspire to, medicine because of sociocultural barriers and instead may perceive medicine as ‘not for the likes of me’. Since this time, the UK higher education landscape has undergone significant change, with an increased emphasis on student choice and widening access (WA) initiatives. Consequently, the present study looks anew at the perceptions of medicine held by school pupils from non‐traditional backgrounds to assess whether sociocultural factors remain a major barrier to medicine. Methods Focus groups were conducted with 71 high‐achieving school pupils in their penultimate or final years (aged 16–18 years). Participants attended UK state‐funded schools engaged with medical school WA initiatives. Transcripts were analysed thematically using a data‐driven approach. Themes were then interpreted through the conceptual lens of the ‘reflexive habitus’, an adapted version of Bourdieu's classic concept. Results Participants did not perceive that sociocultural differences would deter them from aspiring to, or pursuing, the career of their choice. Some participants identified their ‘different’ background as a strength to bring to medicine. They reported that intrinsic motivators (personal interest and fulfilment) were most important in their own career choices. When asked what they believed might have motivated current medical students for the career, participants debated the role of extrinsic motivators (high status and income) versus intrinsic ones. ‘Hot knowledge’ (social contacts) from within medicine helped some participants reconcile any clash in perceived values and better imagine themselves in the profession. Conclusions These non‐traditional school pupils from schools engaged with WA initiatives appear to have embraced the belief that medicine is for anyone with the appropriate desire and ability, regardless of background. Furthermore, some pupils reported that some aspects of their ‘difference’ (diversity) could help enrich the workforce and patient care.

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Section: Methodsmentioning

confidence: 99%

Bridging the cultural divide? Exploring school pupils’ perceptions of medicine

2019

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“…Among the most central assumption cultural capital theory underpins is that educational institutions can be considered as the primary agents at which a miniature version of a given society, namely a class-based version, is reproduced through hegemonic economic, cultural capital, and of the dominant social class (Webb et al, 2017). Schools are, therefore, believed as socially biased places that have students from dominant social classes as the favorite (Lareau, 1987).…”

Section: Literature Reviewmentioning

confidence: 99%

Economic, Social, Cultural, Emotional, and Sensory Capitals in Academic Achievement

Pishghadam

Shakeebaee

2020

LRR

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Capitals' contribution to educational achievement and their role in one's success or failure within classrooms are paramount, which is why they have been often discussed in the realm of the sociology of education. Adding the newly-developed concept of sensory capital as a complement to the existing capitals, the present study seeks to statistically find the potential relationships these capitals may have with each other and their possible influences on educational achievement. To accomplish this, first, a questionnaire was designed and validated to quantify the amount of sensory capital. Then, along with emotional, social, cultural, and economic capital questionnaires, it was given to 410 participants whose language scores were used as an indicator of educational achievement. Structural equation modeling (SEM) was run, the results of which indicated positive relationships among all types of capital and a significant role in language achievement score, with economic capital having the highest and social capital having the lowest contribution. Therefore, capitals can be concluded to both have a significant relationship with each other and a determining role in educational achievement that should be taken into account when it comes to dealing with educational success in academic environments.

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“…For articles 2 and 3 (J. Köpsén, 2020bKöpsén, , 2020d which focus on curriculum and the knowledge in HVE it is foremost the typologies, discussions and previous studies presented in the sections 'Different approaches to knowledge in VET' and 'Employers and the knowledge in curricula' that have been used (e.g., Avis, 2012;Brockmann et al, 2008;Gamble, 2014;Nylund & Rosvall, 2016;Nylund et al, 2017;Wheelahan, 2007Wheelahan, , 2009Young, 2006Young, , 2013 but also research that pose critical questions of whether the expanded access to, and vocational pathways in, higher education actually are contributing to reducing inequalities play a crucial part of the backdrop for these articles (e.g., Bathmaker, 2017;Marginson, 2016;Webb, Bathmaker, et al, 2017;Webb, Burke, et al, 2017).…”

Section: Conclusion: Use Of the Research In This Reviewmentioning

confidence: 99%

Knowledge in VET curricula and power in society and labour market : Policy and practice: demands-based and employer-driven Swedish higher vocational education

Köpsén

2020

Linköping Studies in Behavioural Science

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Thinking with and beyond Bourdieu in widening higher education participation

Cited by 51 publications

References 76 publications

Bridging the cultural divide? Exploring school pupils’ perceptions of medicine

Bridging the cultural divide? Exploring school pupils’ perceptions of medicine

Economic, Social, Cultural, Emotional, and Sensory Capitals in Academic Achievement

Knowledge in VET curricula and power in society and labour market : Policy and practice: demands-based and employer-driven Swedish higher vocational education

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