Staying Local: How Mature, Working-Class Students on a Satellite Campus Leverage Community Cultural Wealth

Autor/inn/en	Hope, Julia; Quinlan, Kathleen M.
Titel	Staying Local: How Mature, Working-Class Students on a Satellite Campus Leverage Community Cultural Wealth
Quelle	In: Studies in Higher Education, 46 (2021) 12, S.2542-2555 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hope, Julia) ORCID (Quinlan, Kathleen M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2020.1725874
Schlagwörter	Nontraditional Students; Undergraduate Students; White Students; Working Class; Maturity (Individuals); Adults; Multicampus Colleges; Access to Education; Cultural Capital; Social Networks; Aspiration; Family Relationship; Student Motivation; Student Responsibility; Community Characteristics; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Arbeiterklasse; Reifung; Education; Access; Bildung; Zugang; Bildungszugang; Social network; Soziales Netzwerk; Streben; Schulische Motivation; Ausland
Abstract	This paper presents the experiences of mature students at a satellite campus of an English higher education institution. Twenty students over age 25 who fit various widening participation criteria were interviewed at four points during their first two years of bachelor's level study at a higher education (HE) centre in an area underserved by HE. Three aspects (familial, aspirational and social capital) of Yosso's model of community cultural wealth emerged as assets supporting students' success. Staying in their home communities allowed them to benefit from family and community networks, and their aspirations for their children fuelled their motivation. The study extends critical race theory to mature mostly white working-class students in English HE, contributing to policy debates about the role of satellite centres in supporting widening participation agendas. HEIs need to consider the capitals that mature students bring with them to their studies and how those support persistence. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01