'The Whole World Was Lifted off Me': The Importance of Relational Supports and Peer Mentoring for Under-Represented Students Accessing University in Ireland

Autor/inn/en	McNally, Sinéad; Downes, Paul; O'Halloran, Laura; Kent, Gráinne; O'Neill, Sandra
Titel	'The Whole World Was Lifted off Me': The Importance of Relational Supports and Peer Mentoring for Under-Represented Students Accessing University in Ireland
Quelle	In: Journal of Further and Higher Education, 46 (2022) 10, S.1319-1333 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McNally, Sinéad) ORCID (Kent, Gráinne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2022.2075718
Schlagwörter	Foreign Countries; College Students; High School Students; College Graduates; Disproportionate Representation; Peer Teaching; Mentors; Barriers; College Attendance; Expectation; Power Structure; Disadvantaged Youth; Access to Education; College Bound Students; Knowledge Level; Social Support Groups; Ireland + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulabsolvent; Hochschulabsolventin; Peer group teaching; Peer Group Teaching; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Expectancy; Erwartung; Benachteiligter Jugendlicher; Education; Access; Bildung; Zugang; Bildungszugang; Wissensbasis; Social support; Soziale Unterstützung; Irland
Abstract	Despite efforts to increase the number of students from socio-economically marginalised communities in higher education (HE) they remain under-represented, a situation likely to perpetuate economic and social inequality. University is a form of HE that is especially vulnerable to decreased representation of students from marginalised communities. This study draws on the perspectives of multiple stakeholders in HE access to identify contemporary barriers to attending university in the Republic of Ireland. It highlights the perspectives of stakeholder groups connected with a university peer mentoring access initiative, including secondary education students and their parents, HE students and graduates, and university and secondary school staff. Findings suggest that contemporary barriers to accessing universities are manifold and include socio-cultural, financial and structural factors involved in applying for, and attending, university. Stakeholders identified supports that would address these factors, with a strong emphasis on the need for relational supports provided through the peer mentoring programme to ensure students feel included in, and prepared to succeed at university. Differences in perspectives by stakeholder group were evident. Secondary education students frequently highlighted socio-cultural and structural barriers to university, for example the low expectations of themselves or others and the 'points' entry system. In contrast, university students and graduates emphasised the need for relational support, knowledge and preparedness in applying for and attending university. The series of barriers identified in this study begin in secondary education and continue throughout HE indicating a need for ongoing responsive supports at various stages throughout students' educational journey. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01