Staying local

How Mature, Working-Class Students on a Satellite Campus Leverage Community Cultural Wealth

Datos Bibliográficos

ID4097048
AutoresJulia Hope (0000-0002-4019-0174, Higher Education and Academic Practice, University of Kent, Canterbury, UK, autor de correspondencia), Kathleen M Quinlan (0000-0003-3606-4148, University of Kent)
Año2021
Volumen46
Número12
Páginas2542-2555
Fecha de publicación2021-12-02
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaStudies in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 0307-5079 • E-ISSN: 1470-174X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2020.1725874
OpenAlexW3006559442
IdiomaEN
Citas recibidas6
Referencias citadas26

This paper presents the experiences of mature students at a satellite campus of an English higher education institution. Twenty students over age 25 who fit various widening participation criteria were interviewed at four points during their first two years of bachelor’s level study at a higher education (HE) centre in an area underserved by HE. Three aspects (familial, aspirational and social capital) of Yosso’s model of community cultural wealth emerged as assets supporting students’ success. Staying in their home communities allowed them to benefit from family and community networks, and their aspirations for their children fuelled their motivation. The study extends critical race theory to mature mostly white working-class students in English HE, contributing to policy debates about the role of satellite centres in supporting widening participation agendas. HEIs need to consider the capitals that mature students bring with them to their studies and how those support persistence

Bachelor · Cultural capital · Economic growth · Higher education · Institution · Pedagogy · Political science · Public relations · Social capital · Social science · Sociology · Critical Race Theory in Education · Higher Education Research Studies · Youth Education and Societal Dynamics

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