基本説明
Is higher education unattractive for the people from lower social classes and ethnic minorities or are higher education institutions acting to exclude them?
Full Description
Working class groups have historically been excluded from participation in higher education. Past decades have seen an expansion of the system towards a more inclusive higher education, but participation among people from working class groups has remained persistently low. Is higher education unattractive for these groups or are the institutions acting to exclude them?
This thought-provoking and revealing book examines the many factors and reasons why working class groups are under-represented in higher education. In particular, the book addresses issues around differential access to information about university, the value of higher education to working class groups, the costs of participating and the propensity to participate. Issues of gender and ethnicity are also explored and questions are raised for those who are currently involved in 'widening participation' projects and initiatives. A unique feature of the book is that its findings are drawn from an innovative study where the views of both working class participants and non-participants in higher education were explored.
This book will be of interest to students of social policy, educational studies and sociology of education at undergraduate and postgraduate level. Academics, researchers and policy makers nationally and internationally will also find it valuable.
Contents
1. Social Class and Higher Education 2. Higher Education and Social Access: to the Robbins Report 3. Access to Higher Education: Inclusion for the Masses? 4. Participation and Potential Participation in UK Higher Education 5. The 'Value' of Higher Education 6. Information, Advice and Cultural Discourses of Higher Education 7. Entry Routes to Higher Education: Pathways, Qualifications and Social Class 8. Financial Barriers to Participation 9. Identities, Inequalities and Higher Education 10. Widening Participation in HE: Implications for Policy and Practice
