Working the Borderlands: Working-Class Students Constructing Hybrid Identities and Asserting Their Place in Higher Education

Autor/inn/en	Crozier, Gill; Reay, Diane; Clayton, John
Titel	Working the Borderlands: Working-Class Students Constructing Hybrid Identities and Asserting Their Place in Higher Education
Quelle	In: British Journal of Sociology of Education, 40 (2019) 7, S.922-937 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2019.1623013
Schlagwörter	Working Class; Undergraduate Students; Higher Education; Foreign Countries; Race; Social Class; White Students; African American Students; Asian American Students; Minority Group Students; Racial Identification; Student Attitudes; Peer Relationship; Student College Relationship; Ethnicity; Case Studies; United Kingdom + Suchen Sie Ihr Suchwort? Arbeiterklasse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Rasse; Abstammung; Social classes; Soziale Klasse; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Schülerverhalten; Peer-Beziehungen; Ethnizität; Case study; Fallstudie; Case Study; Großbritannien
Abstract	Through the case-study experiences of 24 White and Black, Asian and Minority Ethnic (BAME) working-class students from three very different universities, we aim to illuminate the often hidden struggle for recognition and respect for classed, 'raced' and gendered ways of being in the university. We discuss how the students perceive their identities in relation to their universities and their peers, and whether they feel the need to adapt and change their classed/'racialised' identities in order to survive and progress or whether they resist any pressures and expectations to do so. We explore the tension between 'assimilation and belonging' and 'betrayal and exclusion' for White and BAME working-class students and consider the intersectional implications. We draw on the concept of hybridity to show the fluidity and fusions of transitioning and developing identities. The article also seeks to contribute further to the illumination of habitus as generative, through a process of hybridity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01