Distancing to Self-Protect: The Perpetuation of Inequality in Higher Education through Socio-Relational Dis/Engagement

Autor/in	Keane, Elaine
Titel	Distancing to Self-Protect: The Perpetuation of Inequality in Higher Education through Socio-Relational Dis/Engagement
Quelle	In: British Journal of Sociology of Education, 32 (2011) 3, S.449-466 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
Schlagwörter	Foreign Countries; Higher Education; Grounded Theory; Constructivism (Learning); Social Class; Social Capital; Social Behavior; College Students; Middle Class; Working Class; Student Attitudes; Social Differences; Social Attitudes; Emotional Response; Defense Mechanisms; Social Networks; Ireland + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Social classes; Soziale Klasse; Sozialkapital; Social behaviour; Soziales Verhalten; Collegestudent; Mittelschicht; Arbeiterklasse; Schülerverhalten; Sozialer Unterschied; Social attidude; Soziale Einstellung; Emotionales Verhalten; Abwehrverhalten; Social network; Soziales Netzwerk; Irland
Abstract	This paper explores the social class-differentiated behaviours of access and traditional-entry students, based on a three-year constructivist grounded theory study with 45 undergraduates at an Irish university. The participant groups behaved significantly differently within the socio-relational realm, engaging in various forms of distancing behaviours motivated by a desire to self-protect and based on perceived relative social positioning. The paper illustrates some ways in which both disadvantage and privilege are performed at the post-entry stage in a widening participation context. It is argued that the "closure" behaviours of class-based groups constrain the building of social capital by working-class students, thus potentially limiting the ability of widening participation policies in achieving equality goals. (Contains 14 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10