Distancing to self-protect: The perpetuation of inequality in higher education through socio-relational dis/engagement

Keane, E. (2011) Distancing to self-protect: The perpetuation of inequality in higher education through socio-relational dis/engagement. British Journal of Sociology of Education, 32 (3). pp. 449-466. ISSN 01425692 (ISSN)

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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. © 2011 Taylor & Francis.

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Uncontrolled Keywords: Higher education; Social class; Social experience; Widening participation
Depositing User: National Forum
Date Deposited: 03 Dec 2015 20:03
Last Modified: 03 Dec 2015 20:06
URI: http://eprints.teachingandlearning.ie/id/eprint/2625

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