Widening the Educational Capabilities of Socio-Economically Disadvantaged Students through a Model of Social and Cultural Capital Development

Autor/inn/en	Hannon, Cliona; Faas, Daniel; O'Sullivan, Katriona
Titel	Widening the Educational Capabilities of Socio-Economically Disadvantaged Students through a Model of Social and Cultural Capital Development
Quelle	In: British Educational Research Journal, 43 (2017) 6, S.1225-1245 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Sullivan, Katriona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3309
Schlagwörter	Social Capital; Cultural Capital; Disadvantaged Youth; Low Income Groups; Case Studies; Outreach Programs; Qualitative Research; Focus Groups; Interviews; Student Attitudes; Program Effectiveness; Student Participation; College Readiness; Knowledge Level; Capacity Building; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Sozialkapital; Benachteiligter Jugendlicher; Case study; Fallstudie; Case Study; Jobcoaching; Qualitative Forschung; Interviewing; Interviewtechnik; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Wissensbasis; Ausland; Irland
Abstract	Widening participation programmes aim to increase the progression of students from low socio-economic status (SES) groups to higher education. This research proposes that the human capabilities approach is a good justice-based framework within which to consider the social and cultural capital processes that impact upon the educational capabilities of young people from low SES groups. It presents a case study which examines the developing capability set of Irish students from a representative sample of schools participating in a university-based widening participation outreach programme aimed at increasing social and cultural capital constructs. Qualitative analysis is presented from four schools; four student focus groups with 22 student participants, and 15 individual student interviews. Findings focus on the developing capabilities of autonomy, hope, voice and identity, as well as on the relationship between specific widening participation activities and the developing capability set. The findings highlight the development of college-focused knowledge and how this impacts upon students' aspiration to participate in higher education. The idea of 'widening capability' is discussed in relation to the potential of the capability approach to contribute an additional dimension to a mainly neoliberal policy rhetoric, which emphasises the market value of higher-education participation. In doing so, it explores how widening participation activities can influence the widening capability set of low SES students, and its relationship with what the students deem to be "a life of value." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01