I feel like I have a disadvantage
How Socio-Economically Disadvantaged Students Make the Decision to Study at a Prestigious University
Bibliographic Data
| ID | 4990486 |
|---|---|
| Authors | Katriona O’sullivan (0000-0001-7202-0033, National University of Ireland, Maynooth, corresponding author), James Robson (0000-0003-1900-6966, University of Oxford), Niall Winters (0000-0001-8597-2914, University of Oxford) |
| Year | 2019 |
| Volume | 44 |
| Issue | 9 |
| Pages | 1676-1690 |
| Publication date | 2019-09-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2018.1460591 |
| OpenAlex | W2799818205 |
| Language | EN |
| Citations received | 21 |
| References cited | 30 |
This paper presents findings from an interpretative phenomenological analysis with 20 students from socio-economically disadvantaged backgrounds who were accepted onto a Foundation Year in Oxford University. It explores the factors that impacted on their decision to apply to a prestigious university and student’s views on their transition to the prestigious university. The analysis highlighted four key factors:(1) The complex relationship students had with their schools and the wider education system;(2) The strong sense of agency they showed in overcoming a range of systemic and structural barriers;(3) Social relationships with family members, peers and the wider community;(4) The importance of the Foundation Year model in supporting transitions to the university.The identified factors have two key implications: (1) a need to engage in system-wide structural reform that empowers students to develop an agentic approach to HE choices and (2) a need for prestigious institutions to ensure that schools and teachers are empowered with cultural capital and knowledge of the admissions processes to support students’ applications in an equitable way
Disadvantage · Disadvantaged · Higher education · Pedagogy · Political science · Public relations · Social capital · Social science · Sociology · Structure and agency · Higher Education Research Studies · Parental Involvement in Education · Psychology · School Choice and Performance · Social Psychology
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| Unique citing works | 21 |
|---|---|
| Citations per year | 3 |
| Citation span | 2019 - 2025 (7) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 19 |