Title: Personal Stories What creates success for first generation students
1Personal Stories What creates success for first
generation students?
- Mary Stuart,
- Professor of Education and Deputy Vice Chancellor
- Kingston University
- m.stuart_at_kingston.ac.uk
2Themes
- Massification of HE and inequalities
- The research
- Life histories as a mechanism to gain detailed
explanations - The results some examples of the life histories
- The role of social capital
3Massification of HE and inequalities
- ...while overall participation in higher
education has moved from one in seven to just
under one in two over the last 15 years, the gap
in participation rates between the top and bottom
socio-economic classes has moved only slightly.
The issue ...is how to extend opportunity to
participate in higher education to ...people from
family backgrounds ...from the semi-skilled and
unskilled manual occupations. No matter which
way you look at it, their life-chances, in terms
of their ability to access higher education and
...graduate-level jobs, remain severely
restricted. - (Newby, H. (2005) Doing widening participation
social inequality and access to higher education,
Closing the equity gap. In G. Layer (ed.), The
impact of widening participation strategies in
the UK and the USA. Niace, Leicester)
4Massification and HE
- Most HEIs have about 5 of their students from
occupational status routine - occupations.
- Exceptions are institutions such as Bolton and
Wolverhampton who have - around 10 of their students from this group.
- Where class differences are more obvious between
institutions is at the - other end of the occupational ladder. Russell
Group institutions tend to - take students from the very highest social
groups - University of Bristols intake in 2004 had 37 of
students whose family - background was higher managerial and
professional occupations - University of Cambridge has 41 from this group
- University of East London has 4 of its students
coming from this - background.
5Massification of HE and inequalities
- A worldwide issue
- Different inequality issues but lower
socio-economic groups remains the key problematic
area.
6The Research
- Total of 128 life histories
- From first generation students entering HE
between 1950 present day - Each one is unique but there are some common
features main focus of the paper is on current
day students
7Life History as a Methodology
- Not one but several methods
- Biographies, visual memories, such as photo
albums, life history interviews, reminiscence
work - How is it different to unstructured interviews
- Context of a life, not a theme
8The life history method
- A holistic approach to examining social issues
- Based on a belief that subjects make sense of
their lives political position - Self (subject) reflective account of behaviour,
choices, related to life experience
9Life Histories as a Methodology
- The life history method assigns significance and
value to the persons own story, or to
interpretations that people place on their own
experience as an explanation of their behaviour.
-
- (Armstrong, P. (1987) Qualitative Strategies in
Social and Educational Research the
life-history method in theory and practice.
University of Hull Press, Hull.)
10Life Histories as a Methodology
-
- Ethnography and biography explore process,
rather than merely structure. It is because
through single cases that self-reflection,
decisions and actions in human lives can be
explained and represented that the case study is
essential to human understanding -
- (Rustin, M. (2000) The Biographical Turn. In P.
Chamberlayne, J. Bornat and T. Waengraf (2000)
(eds.) The Turn to Biographical Methods in the
Social Sciences. Routledge, London, pp. 26-52.)
11The life history method
- Contemporary theorists of individualisation
(such as Beck, Bauman and Giddens) argue that
modern society is giving a new importance to
individuals. contemporary societies throw more
responsibility on to individuals to choose their
own identities( Rustin, 2000)
12Unique life histories with common themes across
the ages
- Morag
- Grew up in Glasgow during the war entered HE
in 1950s. HE very different to now. - Helen
- Grew up in Sussex in the 50s and entered HE
in the 1960sI fell very privileged to have grown
up in the 60s mostly because we were a
generation who could change the world (!) - Economically we were very poor indeedhowever
my parents were of fairly posh stock (complexity
of definitions)
13Unique personal stories
- Dominic
- Went to art school in the 70s from a working
class background.The whole question of the
relationship between class, education and gender
especially for someone who went down the art
school route and is a man from a working class
origin is an interesting one. - Jackie
- Went into HE in the 1990s (before fees). My
father took pride in his job as a tool maker but
was made redundant in the 1980s and moved in and
out of insecure employment after that.
14Similar issues
- Parents did not understand HE even when they
wanted their children to study.. - Jackie I was academically bright and never felt
the need to develop study skills. My mother
would say she couldnt see the point of
University unless you came out of it a
professional with a lucrative trade - Morag My parents were a bit bewildered, but
rather proud - Dominic My parents were proud but didnt have
much idea of what I was doing. I remember phoning
my mother when I graduated to tell her I got a
first but a few weeks later she told me that one
of her workmates had been saying how her son had
got a BA. She thought they were different things
and that a BA was better but why should she have
known any better?
15Similar Issues
- Books and friends
- I read everything voraciously .My parents didnt
have books (still dont) but I used to get hold
of them - We had a lot of books in the house
- I was encouraged to read and used to escape into
books
16Similar issues
- Friends
- My parents helped with homework when I was in
primary school but couldnt help after thatI
would spend time with my friends - Friends suggested I go on to University
- My brother had a friend who encouraged me and
told me I could go to University
17The current students the same issues?
- Peers and Friendships - School
- Friends were the most positive part of school
(Petra) - I have a few negative memories of primary
school but once Id moved schools it was mostly
positive due to the friends I made (Jane)
18Peers and Friendships - School
- I think there were clear social hierarchies.
It was a country village there were really rich
kids and very very poor kids this caused a
divide (Henrietta). - At primary school everyone seemed to be the
same but as we got older a social hierarchy
definitely emerged as people segregated into
their own groups (Abi). - ...hierarchies are at every school to some
extent harsh to live with but I guess it is a way
of life (Dave). - There were groups grungers tarts
populars (Jack).
19Peers and Friendships - University
- I rely on my friends to help relax me after
working hard - (Jenny).
- My social life is really important to me. I was
tempted to - give up during A-levels but not at Uni. I have
some really - lovely friends (Henrietta).
- The students are great. I have made some really
good - friends (Jack).
20Peers and Friendships - University
- I thought Uni would be great and I would meet a
whole new group of friends. I knew the work
would be hard, but I thought it would be worth it
for the social life. Its not as great as I
thought havent met many people I click with
some are quite pretentious...I am average student
feel a bit stupid sometimes I still sometimes
feel I should not be here (Kelly).
21Peers and Friendships - University
- Other studies confirm these results.
- The non-continuers reported more difficulties in
meeting new people, getting involved in student
activities and were more likely to perceive the
environment as alienating (625). -
- (Christie, H., Munro, M. and Fisher, T. (2004)
Leaving University Early exploring the
differences between continuing and non-continuing
students, Studies in Higher Education, Vol. 29
(5), pp. 617-631.)
22Class Differences
23Working Class Students Lack of Cultural Capital
- After I was 15 was expected to use my own
- initiative (Jack).
- They would try and help if I asked for it, which
was - useful during my early days at school but as it
got - harder they were less able to understand the work
I - was doing some of the time (Claire).
- My dad asked me if I was lying when I told him I
got 3 As, - the highest grade on leaving school and that I
could go to - University, although my dad is very proud of my
- achievement he does admit that it is a shock
(Alex).
24Working Class Students Parental Attitudes and the
Role of Social Capital
- My parents discouraged it I was stubborn and
wanted to prove them wrong (Petra). - I did...feel that it was the best thing to do,
despite what they her parents said, as most
people in my year applied.... (Claire). - My friend who is 2 years older started
university and his experiences influenced my
decision, my dad said it was stupid but really
where I live there are limited opportunities in
terms of work and I reckon a degree will help
(Dave). - Going to school with girls brought me out of my
shell I became more extrovert and believed I
could carry on... (Kelly).
25Mature Student
- Grew up in a boys homeattitude to education at
home - I had no direction from my carers really they
just insisted that I was good at school but did
not press me to do wellno one understood
learningI was never given an incentive to
(work)
26Mature Student
- He considers himself to be middle class because
he is attending University but has always worked
in caring jobs before studying. - I took my GCSEs over many yearsI have
studied with Open and ICS universities and
attended an Access course prior to Sussex
27Mature Student
- Everyone I come into contact with is a potential
friend, it is brilliant. Only get out what you
put in. Despite the age differences there is no
difference. I fit in and so does everyone else.
(joined the ACAS and UN student groups).
28Young working class student
- Brought up by her mother. Parents did not
consider going to university. - Things that she is into
- All different types of music mainly RB and
Hip Hop, love Eminem and quite heavy rap.I am
now more interested in reading than I used to be
feel behind when people talk about novels that
are really famous and I dont know about them.
29Young working class student
- Worked hard at school had a twin sister who did
not - I have a twin sister but she fell pregnant at
17 and kept the baby so didnt finish her A
levels, she didnt want to go to University
anyway. She had difficulties at school (not
academic) so that put her off.
30Young working class female
- Initial thoughts on being at University
- I was so nervous on the first day, even cried
for weeks afterwards missed my boyfriend
immensely. Induction sessions made me feel better
I knew everyone was in the same boat.Im glad
I stayed. I wouldnt want to be doing anything
else.
31Reflections
- First time entrants are not necessarily working
class and certainly come from families at the
more affluent end of working class,
transgression is very difficult for people from
very poor backgrounds. confirmed by Forsyth and
Furlong,2003)
32Reflections
- Friendship crucial to survival
- No support either emotional or financial from
families for students more so than the larger
sample
33Social Capital
- Colemans view of social capital rooted in the
family with peers and friendship growing out of a
strong patriarchal family base any community. -
- (Coleman, J. S. (1994) Foundations of Social
Theory. Belknap Press, Cambridge, MA.)
34Re-thinking Social Capital
- Bonding social capital is directly linked to
family with strong ties supporting traditional
learning. - Linking social capital is more loosely defined
and more open to innovation in the network and in
supporting learning opportunities. - Bridging social capital offers strong ties in
friendship and network but being less connected
to family and traditional community. - (Field, J. (2005) Social Capital and Lifelong
Learning. The Policy Press, - Bristol.)
35Late Modernity, Intimacy and Bridging Social
Capital
- ...different interpretation of social capital,
...rooted in personally- - decided intimate bonds, Giddens (1992), ...an
important feature - of late modernity. ...this new form of intimacy
is increasingly - replacing traditional ties in society, freeing up
individuals to - make choices outside of their conventional
backgrounds. - Miles (2000) ...young people are willing to
undergo debt and - family conflict in order to retain group
solidarity (104). - (Giddens, A. (1992) The Transformation of
Intimacy, Sexuality, Love and - Eroticism in Modern Societies. Polity Press,
Cambridge.) - (Miles, S. (2000) Youth Lifestyles in a changing
world. Open University - Press, Milton Keynes.)
36Bridging social capital
- Social structures-classes, extended families,
.grow weaker. Simultaneously, society exposes
individuals to bombardments of information,
alternative versions of how life might be lived,
and requires of individuals that they construct
an authentic version of themselves, making use
of the numerous identity props which..society
makes available (Rustin, 2000).
37Engagement in the classroom and different
approaches
- If friendships are significant in this way, it
suggests that any analysis of educational
attainment and student success should examine
these friendship networks specifically as a
potential success factor in achievement. -
- (Tinto, V. (2003) Learning Better Together The
impact of learning communities on student
success. Higher Education Monograph Series
(2003) 1 Syracuse University.)
38Some References
- Rustin M (2000) The biographical turn in
Chamberlayne, P Bornat J and Wengaraf T (2000)
The Turn to Biographical Methods in the Social
Sciences - Plummer K (1983) Documents of life An
Introduction to the Problems and Literature of a
Humanistic Method Unwin Hayman, London - Armstrong P (1987) Qualitative Strategies in
Social and Educational Research The life history
method in theory and practice University of Hull
39Some References
- Becker H (1966) Introduction to Clifford Shaws
The Jack Roller Chicago University of Chicago
Press - Clandinin M and Collelly S (1994) Personal
Experience Methods in Denzin N and Lincoln Y
(1994) (eds) Handbook of Qualitative Research
Sage California - Shuller T (2004) Visual Imagery, lifecourse
structure and lifelong learning in Studies in the
Education of Adults 36 1 Spring 2004 72-85
40Some References
- Stanley L (1992) The Autobiographical I MUP
- Gluck S and Patai D(1991) Women's Words the
Feminist Practice of Oral History - Oral History any editionbut you could start with
25th Anniversary Issue, Autumn 1994 - Forsyth A and Furlong A (2003) Losing Out?
Socioeconomic Disadvantage and experience in
further and higher education. The Policy Press
Bristol
41Some References
- Stuart M (2002) Not Quite Sisters Women in
Convent Homes - Thomas L, Cooper M and Quinn J (2002) (eds)
Collaboration to Widen Participation in Higher
Education Stoke on Trent Trentham Books - Archer, L Hutchings M and Ross M (2003) Higher
Education and Social Class London Routledge
Falmer