'Walking through Fog': Social Inequalities and the Journey to Postgraduate Taught Study in England

Autor/in	Marvell, Rosa
Titel	'Walking through Fog': Social Inequalities and the Journey to Postgraduate Taught Study in England
Quelle	In: Studies in Higher Education, 47 (2022) 12, S.2392-2404 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2022.2072479
Schlagwörter	Foreign Countries; Masters Programs; First Generation College Students; Equal Education; Barriers; Paying for College; Access to Education; Family Influence; Debt (Financial); Religious Factors; Beliefs; Student Mobility; Educational Experience; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Magister course; Magisterstudiengang; Studienfinanzierung; Education; Access; Bildung; Zugang; Bildungszugang; Belief; Glaube; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Bildungserfahrung
Abstract	Although postgraduate expansion swiftly followed the massification of undergraduate provision, with classed inequalities in access, postgraduate taught (PGT) education has rarely received the same level of scholarly attention as the critical mass of undergraduate research. To address this partial research lacuna, the paper traces 41 biographical narratives of first-generation students enrolled on taught Master's programmes at four English universities, complemented by four dialogic analysis workshops. Theorising social inequalities as lived and navigated structure and process, the paper traces a continuity of familiar refrains of inequality from undergraduate to postgraduate study. However, it illustrates how these may be reformulations, rather than replications. Firstly, it discusses material and symbolic barriers to PGT affordability including high fee levels, familial histories of debt and religious beliefs. Secondly, it emphasises that geographical mobility may be impossible or undesirable for Master's students due to relatively more 'complicated' lives, emplaced commitments, the subjectivity of social space and affective ties to place. Finally, it underscores that 'fitting in' still matters at PGT, as students may either divert from or feel uncomfortable in 'high-status' spaces where they feel they do not belong. In concluding, the paper argues the case for fully integrating PGT into HE equity agendas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01