Experience of disadvantage: The influence of identity on engagement in working class students’ educational trajectories to an elite university
Tamara Thiele; Daniel Pope; Alexander Singleton; Darlene Snape; Debbi Stanistreet (2017). British Educational Research Journal, 43(1), 49-67. DOI: 10.1002/berj.3251
Abstract
Pervasive socio‐economic differences in relation to participation in higher education in the United Kingdom are particularly prominent in the most prestigious institutions. This study provides insight into why some individuals from disadvantaged backgrounds are successful in being admitted into one of these institutions. Underpinned by phenomenology, semi‐structured interviews were carried out to examine the lived experiences of high‐achieving students from socio‐economically disadvantaged backgrounds throughout their educational trajectories from primary school to a Russell Group university. Two main themes emerged from the data: identity and educational engagement. Various sources of disadvantage associated with material hardship, socio‐cultural and interpersonal factors were strongly linked to identity and students’ perceptions of their own social status. In turn, these factors and identity‐related constructs associated with peer‐group memberships, low expectations and negative group stereotypes affected how individuals engaged with education, contributing, for instance, to their lack of active involvement at school/college and poor attendance. However, identity‐related factors were also found to influence individuals’ educational engagement positively, including their motivations for overcoming obstacles, achieving high grades and pursuing
HE
. The barriers and facilitators discussed by these individuals have important implications for widening access to
HE
and thus require further consideration.
Extended Summary
This research examines why some students from socio-economically disadvantaged backgrounds successfully gain admission to elite Russell Group universities despite systemic barriers. The study used phenomenological methodology, conducting semi-structured interviews with 13 high-achieving students from disadvantaged backgrounds at the University of Liverpool. These participants had all taken part in widening participation programmes and met specific eligibility criteria including low household income, lack of family experience with higher education, and attendance at state schools. The research followed their educational trajectories from primary school through to university admission. Two main themes emerged from the analysis: identity and educational engagement. The study found that various sources of disadvantage, including material hardship and socio-cultural factors, were strongly connected to how students perceived their own social status and identity. These identity-related constructs, influenced by peer-group memberships, low expectations from teachers and parents, and negative stereotypes about working-class students, significantly affected educational engagement. In many cases, these factors led to reduced participation in school activities and poor attendance. Students frequently described feeling different from their peers, attempting to hide markers of social class such as not having the ‘right clothes’ or technology, and experiencing social isolation when they demonstrated academic commitment. However, the research also revealed positive effects of identity-related factors on educational engagement. Many students were strongly motivated to prove wrong those who had low expectations of them, using negative stereotypes as fuel for academic achievement. This desire to challenge assumptions about their capabilities became a driving force for pursuing higher education and excelling academically. Several participants described university as an ‘escape route’ from difficult home circumstances. The study highlights significant barriers that may prevent other working-class students from accessing elite universities, including lack of career guidance, limited knowledge about higher education options, and conflicting advice from family members concerned about debt. Two participants reported not knowing about university until Year 12, suggesting interventions may be happening too late. The research has important implications for widening participation policies and educational practice. It suggests that teachers need better understanding of how disadvantage affects student engagement, as poor attendance or apparent disengagement may mask academic potential. The study also emphasises the need for earlier intervention and better support for parents and carers from non-traditional backgrounds to ensure high-achieving disadvantaged students receive appropriate guidance and encouragement throughout their educational journey.
Key Findings
- Identity and educational engagement emerged as two interconnected themes shaping disadvantaged students’ university trajectories
- Social class awareness from early ages led students to conceal differences and experience isolation when demonstrating academic commitment
- Low expectations from teachers and family paradoxically motivated students to prove others wrong and excel academically
- Two students reported not knowing about university until Year 12, suggesting widening participation interventions occur too late
- Poor attendance and apparent disengagement may mask academic potential amongst socio-economically disadvantaged students
Citation
@article{thiele2017experience,
author = {Tamara Thiele; Daniel Pope; Alexander Singleton; Darlene Snape; Debbi Stanistreet},
title = {Experience of disadvantage: The influence of identity on engagement in working class students’ educational trajectories to an elite university},
journal = {British Educational Research Journal},
year = {2017},
volume = {43(1)},
pages = {49-67},
doi = {10.1002/berj.3251}
}