Literaturnachweis - Detailanzeige
| Autor/inn/en | Crozier, Gill; Burke, Penny Jane; Archer, Louise |
|---|---|
| Titel | Peer Relations in Higher Education: Raced, Classed and Gendered Constructions and Othering |
| Quelle | In: Whiteness and Education, 1 (2016) 1, S.39-53 (15 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2379-3406 |
| DOI | 10.1080/23793406.2016.1164746 |
| Schlagwörter | Peer Relationship; Student Diversity; White Students; Middle Class; Student Attitudes; Racism; Social Bias; Minority Group Students; Working Class; Power Structure; Intellectual Disciplines; Gender Differences; Social Class; Racial Differences; Ethnicity; Age Differences; Identification (Psychology); Student Characteristics; Undergraduate Students; Racial Relations; College Environment; Foreign Countries; United Kingdom |
| Abstract | In spite of the relative success of the Widening Participation policy and strategies to increase the numbers of students from Black and Minority and White working-class backgrounds going to university, universities in Britain continue to be White and middle-class-dominated institutions. We found, in our two-year qualitative Higher Education Funding Council England/Higher Education Academy-funded study (2010-2012), the existence of fear and raced, gendered and classed antagonisms, underpinned by White middle-class student attitudes and perspectives towards those they constructed as the Other. In the article, we discuss the development of 'us and them' from the perspective of White middle-class, mainly male, students, and demonstrate dysconscious racism and racialised social segregation, which in some disciplines is replicated in the learning context. The context of the research is that of a highly competitive, neoliberal, British higher education system where competitiveness for individual success is paramount. Within this context, anxieties around success and notions or perceptions of authenticity: the 'authentic university' and the 'authentic student' are palpable. These perspectives combine with White privilege and a sense of 'supremacy' and entitlement leading to a desire for distancing from the 'Other'. (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 |
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