Recognising the Barriers to Postgraduate Study for Students Who Identify as Working-Class

Autor/inn/en	Travis, Elizabeth; McCrorie, Carolyn; Okeowo, Daniel; McHugh, Siobhan; Parker, Emily
Titel	Recognising the Barriers to Postgraduate Study for Students Who Identify as Working-Class
Quelle	In: Psychology Teaching Review, 29 (2023) 1, S.60-64 (5 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Travis, Elizabeth) ORCID (McCrorie, Carolyn) ORCID (Okeowo, Daniel) ORCID (McHugh, Siobhan) ORCID (Parker, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Undergraduate Students; Graduate Study; Barriers; Working Class; Self Concept; Access to Education; Social Class; Experience; Program Implementation; Pilot Projects; Socioeconomic Status; Motivation; Inclusion; Academic Aspiration; Educational Strategies + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Arbeiterklasse; Selbstkonzept; Education; Access; Bildung; Zugang; Bildungszugang; Social classes; Soziale Klasse; Erfahrung; Pilot project; Modellversuch; Pilotprojekt; Socio-economic status; Sozioökonomischer Status; psychologische; Motivation (psychologisch); Inklusion; Lehrstrategie
Abstract	Whilst the widening participation programme aims to increase the accessibility of undergraduate study for students with a lower socio-economic status, much less support is available for students wishing to progress to postgraduate study. Postgraduate study risks becoming a discipline exclusive to those from upper-middle class and upper-class backgrounds, with too few role models from lower socioeconomic backgrounds encouraging uptake. To explore class-related inequalities in academia reported by existing data through the lens of access to postgraduate study, we developed, and piloted, the CLASS (championing lower-class academic and social success) programme within our university. The programme aims to harness the lived experience of workingclass individuals to uncover the barriers to postgraduate study and to develop strategies at an institutional level. An initial understanding of the barriers and challenges current students experience have been captured in our pilot programme. Future CLASS initiatives include assessment of these barriers at a national level to harness findings through the development of strategies with universities. (As Provided).
Anmerkungen	British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: https://www.bps.org.uk/publications/psychology-teaching-review
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01