'I Feel Like I Have a Disadvantage': How Socio-Economically Disadvantaged Students Make the Decision to Study at a Prestigious University

Autor/inn/en	O'Sullivan, K.; Robson, J.; Winters, N.
Titel	'I Feel Like I Have a Disadvantage': How Socio-Economically Disadvantaged Students Make the Decision to Study at a Prestigious University
Quelle	In: Studies in Higher Education, 44 (2019) 9, S.1676-1690 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Sullivan, K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2018.1460591
Schlagwörter	Foreign Countries; College Freshmen; Economically Disadvantaged; College Choice; Decision Making; Universities; Institutional Characteristics; Reputation; Student School Relationship; Student Empowerment; Social Influences; Peer Influence; Family Influence; College Preparation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Studienanfänger; Studienortwahl; Decision-making; Entscheidungsfindung; University; Universität; Schüler-Lehrer-Beziehung; Studienberechtigung; Sozialer Einfluss
Abstract	This paper presents findings from an interpretative phenomenological analysis with 20 students from socio-economically disadvantaged backgrounds who were accepted onto a Foundation Year in Oxford University. It explores the factors that impacted on their decision to apply to a prestigious university and student's views on their transition to the prestigious university. The analysis highlighted four key factors: (1) The complex relationship students had with their schools and the wider education system; (2) The strong sense of agency they showed in overcoming a range of systemic and structural barriers; (3) Social relationships with family members, peers and the wider community; (4) The importance of the Foundation Year model in supporting transitions to the university.The identified factors have two key implications: (1) a need to engage in system-wide structural reform that empowers students to develop an agentic approach to HE choices and (2) a need for prestigious institutions to ensure that schools and teachers are empowered with cultural capital and knowledge of the admissions processes to support students' applications in an equitable way. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01