Accessing HE for Non-Traditional Students: "Outside of My Position"

Autor/in	Webber, Louise
Titel	Accessing HE for Non-Traditional Students: "Outside of My Position"
Quelle	In: Research in Post-Compulsory Education, 19 (2014) 1, S.91-106 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-6748
DOI	10.1080/13596748.2014.872936
Schlagwörter	Foreign Countries; Higher Education; Access to Education; Student Participation; College Attendance; Nontraditional Students; Early Childhood Education; Teacher Education; College Admission; Social Mobility; Cultural Capital; Constructivism (Learning); Social Capital; Self Esteem; College Students; College Faculty; Semi Structured Interviews; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Early childhood; Frühkindliche Bildung; Frühpädagogik; Lehrerausbildung; Lehrerbildung; Hochschulzugang; Hochschulzulassung; Zulassung; Soziale Mobilität; Sozialkapital; Self-esteem; Selbstaufmerksamkeit; Collegestudent; Fakultät; Großbritannien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10