Accessing HE for non-traditional students: 'Outside of my position'

Widening participation within higher education and increasing social mobility have been high on the agendas of former and current governments. This paper examines the admissions procedure of a Foundation degree in Early Years programme using Bourdieu's concept of capital as a vehicle for analys...

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Bibliographic Details
Published in:Research in Post-Compulsory Education 2014-01, Vol.19 (1), p.91-106
Main Author: Webber, Louise
Format: Article
Language:English
Subjects:
Access to Education
capital
College Admission
College Attendance
College Faculty
College Students
Constructivism (Learning)
Cultural Capital
Decision making
Early Childhood Education
Emotions
Foreign Countries
HE admissions
Higher Education
non-traditional students
Nontraditional Students
positioning
Self Esteem
Semi Structured Interviews
Social Capital
Social Mobility
Student Participation
Teacher Education
United Kingdom
Upward mobility
widening participation
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Summary:Widening participation within higher education and increasing social mobility have been high on the agendas of former and current governments. This paper examines the admissions procedure of a Foundation degree in Early Years programme using Bourdieu's concept of capital as a vehicle for analysis. During the process of an admissions interview, the interviewer is required to make decisions regarding a student's suitability to fit into the existing field of the programme as they often feel it is outside of their position. The stories of three non-traditional students are explored to highlight existing capital and dispositions that they bring to the programme. Research findings showed that there are many variables that impact on a student's ability to gain entry and be successful on an HE programme, including accumulation of capital, emotional drivers and potential to acquire capital throughout the programme.
ISSN:1359-6748
1747-5112
DOI:10.1080/13596748.2014.872936