Many Happy Returns! An Exploration of the Socio-Economic Background and Access Experiences of Those Who (Re)turn to Part-Time Higher Education

Autor/inn/en	Delaney, Lorraine; Brown, Mark
Titel	Many Happy Returns! An Exploration of the Socio-Economic Background and Access Experiences of Those Who (Re)turn to Part-Time Higher Education
Quelle	In: Irish Educational Studies, 39 (2020) 1, S.83-100 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2019.1647265
Schlagwörter	Socioeconomic Background; Access to Education; Higher Education; Reentry Students; Part Time Students; College Graduates; Honors Curriculum; Undergraduate Study; Adults; Working Class; Distance Education; Nontraditional Students; Foreign Countries; Disproportionate Representation; Parent Background; Educational Attainment; Attitudes; Ireland (Dublin) + Suchen Sie Ihr Suchwort? Sozioökonomische Lage; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zweiter Bildungsweg; Part-time students; Teilzeitstudent; Hochschulabsolvent; Hochschulabsolventin; Grundstudium; Arbeiterklasse; Distance study; Distance learning; Fernunterricht; Ausland; Elternhaus; Bildungsabschluss; Bildungsgut; Attitude; Einstellung; Verhalten
Abstract	While access to higher education (HE) has substantially increased over the past number of years, the evidence suggests that social inequalities continue to be reproduced in terms of course level, field of study and institutional status. This paper examines, through the lens of Social Reproduction Theory, the socio-economic background and HE access experiences of those (n = 268) who recently completed a University undergraduate honours degree, part-time. Mixed methods of data collection are employed including an analysis of institutional documents, an online survey (126 respondents) and 17 semi-structured interviews. The literature tells us that adults delay their participation in HE, often for reasons relating to social class, and are more likely to participate part-time. Contrary to the existing literature, this paper outlines how adults have not necessarily delayed their participation in HE. Rather, they participate in HE incrementally from the time they leave school, often on a part-time basis. Instead of delayed participation, working-class students' participation in HE is regularly protracted, most often for reasons relating to social class. This paper identifies a potentially new conceptualization of the part-time student as one who participates regularly and incrementally on completion of compulsory education, in order to enhance their qualification level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01