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Autor/in | Keane, Elaine |
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Titel | Distancing to Self-Protect: The Perpetuation of Inequality in Higher Education through Socio-Relational Dis/Engagement |
Quelle | In: British Journal of Sociology of Education, 32 (2011) 3, S.449-466 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0142-5692 |
Schlagwörter | Foreign Countries; Higher Education; Grounded Theory; Constructivism (Learning); Social Class; Social Capital; Social Behavior; College Students; Middle Class; Working Class; Student Attitudes; Social Differences; Social Attitudes; Emotional Response; Defense Mechanisms; Social Networks; Ireland Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Social classes; Soziale Klasse; Sozialkapital; Social behaviour; Soziales Verhalten; Collegestudent; Mittelschicht; Arbeiterklasse; Schülerverhalten; Sozialer Unterschied; Social attidude; Soziale Einstellung; Emotionales Verhalten; Abwehrverhalten; Social network; Soziales Netzwerk; Irland |
Abstract | This paper explores the social class-differentiated behaviours of access and traditional-entry students, based on a three-year constructivist grounded theory study with 45 undergraduates at an Irish university. The participant groups behaved significantly differently within the socio-relational realm, engaging in various forms of distancing behaviours motivated by a desire to self-protect and based on perceived relative social positioning. The paper illustrates some ways in which both disadvantage and privilege are performed at the post-entry stage in a widening participation context. It is argued that the "closure" behaviours of class-based groups constrain the building of social capital by working-class students, thus potentially limiting the ability of widening participation policies in achieving equality goals. (Contains 14 notes.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |