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Dissertations / Theses on the topic 'Higher education and working class'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Johnson, Dominic Denver. "Access to higher education: to break the vicious cycle of working class schools producing working class citizens." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6917_1256303720.

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<p>This study investigated why learners from low socio-economic communities such as Delft, a township in the Cape Flats, fail to achieve matriculation exemption and do not meet the criteria for tertiary education admission. Using a case study approach, the research sheds light on why this is happening in one school (School X) in Delft. It was found that the crucial factors to be both internal and external to the school.</p>

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2

Evans, Sarah Louise. "Becoming Somebody : Higher Education and the Aspirations of Working-Class Girls." Thesis, University of Kent, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499721.

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3

Loveday, Victoria. "Affect, ambivalence and nostalgia : experiencing working-class identities in higher education." Thesis, Goldsmiths College (University of London), 2011. http://research.gold.ac.uk/6515/.

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This thesis is concerned with the different ways in which working-class identities are experienced, performed and articulated in Higher Education (HE). Taking the narrative production of life stories as the primary research method, three groups of individuals who work or study in HE were interviewed, all of whom came from working-class backgrounds. This thesis examines the way in which these participants were enabled or constrained in ‘telling’ their class, and thus producing class-based identities. Class is demonstrated as being a central identificatory concept for many of the participants in

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4

DeGenaro, William. "The junior college movement: Corporate education for the working class." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/289774.

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The working class, largely excluded from college life before the twentieth century, obtained access to higher education through the two-year college movement, which began in 1901. "Junior colleges," a name that education scholars at elite universities invented to denote the new institutions, grew out of a desire to put higher education in service to business interests. Junior colleges trained industrial workers and provided transfer to four-year colleges for the most qualified students. Through tools such as first-year composition curricula and active guidance counseling programs, junior colle

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5

Ohl-Gigliotti, Christine Ann. "Social networks and social class how Caucasian, working class parents of first-generation college students experience their child's first year of college /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.

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6

Pascoe, Dane A. "The Lived Experiences of Poor And Working-Class Students at a Wealthy University." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1582642204.

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There are several universities in the US that are highly selective and attended by students from very wealthy backgrounds. In recent years, many of these selective, wealthy universities have faced public pressure to enroll higher numbers of poor and working-class students. Not much is known, however, about the experiences of poor and working-class students who attend these universities. My research sought to shed light on this by asking, “What are the lived experiences of poor and working-class students who attend a wealthy university?” I answered this question with a hermeneutic phenomenologi

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7

Sepulveda, Celia Anna. "Consuming merit: Social mobility and class contradictions of working class and lower class women in graduate school." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280742.

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This study utilizes a multi-method approach to analyzing the experience of working class and lower class women's experience in graduate school. A quantitative analysis is used to determine the number of working class and lower class females in graduate school using parents' education as a proxy. Most first-generation females in graduate school were found in Research I universities in the field of Education. A qualitative analysis includes semi-structured interviews of 34 women from two Research I institutions in the Southwest in the fields of Education, Psychology, Health Sciences and Biology.

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8

Bridges, LaDonna L. "Transition to the Academy| The Influence of Working-Class Culture for First-Generation Students." Thesis, University of Massachusetts Boston, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10267430.

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<p> This dissertation addresses the influence of working class culture on transition to college for first-generation, low-income students. Transition to the dominant culture of college often leaves first-generation students living in two worlds, creating cultural dissonance and leading to lower retention and persistence. Through narrative inquiry, this study explores the lived experiences of students of color, including recent immigrants, at both private and public universities during the first semester of college. Focusing specifically on how habitus and social class shape academic and social

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9

McGrail, Brendan Joseph. ""The Things They Carried|" The Experiences of Working-class White Students at an Independent School." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839458.

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<p> U.S. independent schools, once exclusively the domain of the White, male, upper class, have recently focused on diversifying their student bodies in greater numbers. With an expanded demographic base, a reexamination is necessary to be certain that independent schools are supporting students from non-traditional backgrounds. My experience as an administrator, admission officer, and teacher at elite independent schools has taught me that working-class, White students represent an invisible diversity that is often underserved and understudied at these schools. </p><p> For this study, I att

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10

Binns, Carole L. "Experiences of Academics from a Working-Class Heritage: Ghosts of Childhood Habitus." Cambridge Scholars Publishing, 2019. http://hdl.handle.net/10454/17250.

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No<br>Higher education is welcoming students from diverse educational, social, and economic backgrounds, and yet it predominantly employs middle-class academics. Conceptually, there appears, on at least these grounds alone, to be a cultural and class mismatch. This work discusses empirical interviews with tenured academics from a working-class heritage employed in one UK university. Interviewees talk candidly about their childhood backgrounds, their school experiences, and what happened to them after leaving compulsory education. They also reveal their experiences of university, both as studen

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11

McLellan, Ruth. "Who influences white working-class boys' higher education decision-making process? : the role of social networks." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/367992/.

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The study illuminates the influence of social networks on the HE decision-making process of white working-class boys. The impact of gender, race and social class social characteristics on white working-class boys HE decision-making is assessed. In addition, how white working-class boys define and discuss the membership of their social network, together with the phenomenon of social network influence on white working-class boys’ decision-making about HE at Key Stage 4. The expansive literature review explores the problem that white working-class boys are seriously under-represented in HE and ex

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12

Bovill, Helen Lesley. "How and why do working-class women engage with the structures of (higher)education?" Thesis, University of the West of England, Bristol, 2008. http://eprints.uwe.ac.uk/18278/.

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13

Downs, Yvonne. "What is the value of higher education for white working class women in England?" Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/14657/.

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This is a study about nine women graduates, including myself, who come from white working class backgrounds and it considers the enduring influence of higher education in our lives. I was interested, firstly, in why research to date has paid limited attention to the experience of higher education generally and to that of graduates in particular and, secondly, in why white men and women from working class backgrounds remain under-represented in higher education despite a decade of policy interventions aimed at increasing their participation. Since I also come from this background I have chosen

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14

Alexander, Stephanie J. H. "Views from the Summit: White Working Class Appalachian Males and Their Perceptionsof Academic Success." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1363701352.

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15

Stuber, Jenny M. "Within the walls and among the students how white working- and upper-middle-class college students make sense of social class /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223041.

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Thesis (Ph.D.)--Indiana University, Dept. of Sociology, 2006.<br>"Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2345. Advisers: Pamela B. Walters; Donna Eder.

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Dooner, Kerry. "Socio-cultural/material factors and working-class students' ideas about higher education and future lives." Thesis, University of Bristol, 2004. http://hdl.handle.net/1983/1d837501-c59e-4346-a1fe-89971d9eb7bf.

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17

Reddin, Galen C. "Struggles and achievements: experiences of working-class white male academics who attain tenure." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2970.

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This study investigated a little known topic: the experiences of working-class, white male, professors, who have attained tenure. Academics who have immigrated from working class backgrounds have reported experiences of navigating culturally confusing interactions within their professional settings, even years after their class migrations. Working-class, white, male, tenured academics were selected for the present study in order to ascertain findings intended to contribute to understandings of their pre-tenure experiences,

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Hurst, Allison L. "Loyalists, renegades, and double agents : making sense of working-class identities in college /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1192194471&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 502-527). Also available for download via the World Wide Web; free to University of Oregon users.

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19

Rahnavard, Daniel. "The expectations and experiences of working-class law students at a 'new' university." Thesis, University of Huddersfield, 2017. http://eprints.hud.ac.uk/id/eprint/34160/.

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This research investigates the experiences and expectations of working-class law students at a ‘new’ university. It critically examines the influence of cultural, social, linguistic and academic capital on working-class law students and their chances of success in the legal labour market. Statistics show that the number of working-class students beginning a legal education continues to grow despite the rising cost of qualification; continuing class prejudice and decline in number of training contracts and pupillages. With supply consistently exceeding demand in a middle-class dominated legal l

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20

Carrubba-Whetstine, Christina R. "INTEGRATING LOCAL AND ACADEMIC KNOWLEDGE: AN EXPLORATION OF LOW-INCOME AND WORKING-CLASS COLLEGE STUDENT EXPERIENCES EMPLOYING AUTOETHNOGRAPHY AND INDIGENOUS EPISTEMOLOGIES." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1437570487.

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21

Rawlinson, Diane. "The experience of working-class students in a new dual-sector university : an extension of extant structural inequalities or transformative opportunities." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8508/.

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This study investigates the experiences of first-in-family participants in a dual-sector university in the Highlands and Islands of Scotland. In the context of the continuing debate around inequality in participation rates in higher education in Scotland and on-going concern with the attainment gap between working and middle-classes, I ask whether a dual-sector university could be perceived as being more relevant to the lives of non-traditional learners and provide an experience less alienating than a traditional university. I ask whether this dual sector environment can provide access to a va

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Paasse, Gail 1957. "Searching for answers in the borderlands : the effects of returning to study on the "classed" gender identities of mature age women students." Monash University, School of Graduate Studies, 2001. http://arrow.monash.edu.au/hdl/1959.1/8908.

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Woolverton, Sara. "Student perceptions of learning and knowing in a working-class high school /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7835.

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24

Winstead, Teresa E. "The transformative possibilities of higher education : a study of working-class women's strategies of hope and resistance at a U.S. community college." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019887/.

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25

Pontious, Mark William. "Race through class: Antiracist white identity formation of lower-classed students at a historically white institution with a wealthy student population." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami15628387416807.

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26

Grant, Thomas Andrew. ""I'm excited but, I don't want to be unrealistic" : the role of hope in shaping aspirations of working class young people in Leicester towards Higher Education." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/37782.

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This study questions how young people hope, aspire and plan towards the future, with a particular emphasis on their perceptions and attitudes towards attending university. Higher Education (HE) has become a mainstream part of transitioning towards adulthood for many young people in the UK; however there remains a political concern that participation rates are unevenly distributed across the country. Widening Participation attempts to redress this inequality amongst those from underrepresented groups. This study therefore illuminates what influences young people’s educational aspirations. Worki

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Winslow, Mary Ann. "Where the boys are: The educational aspirations and future expectations of working class girls in an all-female high school." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187399.

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The purpose of this study was to ascertain the educational aspirations and future expectations of working class youth in an all-female Catholic high school. The ethnographic methods of primarily interviews and participant observation were used to discover the plans and the decision processes of approximately 21% of the senior class. Sixty girls were interviewed four weeks before graduation, as well as 20 teachers and administrators. Almost 100% of the sample (59) planned to attend college the following fall. While most institutions were competitive, only one planned to attend a most competitiv

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28

Long, Christina G. "Riverfront Girls Making the Transition to High School." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/69686.

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Educational Administration<br>Ed.D.<br>The purpose of this one-year ethnographic study was to explore and make meaning of the "lived reality" of white working-class girls from Riverfront who are at risk for dropping out as they make the transition from eighth grade to ninth. The focus on white working-class girls from Riverfront, a deindustrialized neighborhood in the Northeast, reflects the fact that they are one of the many subgroups vulnerable to dropping out. While large quantitative studies are providing us with information abut who drops out, when they drop out, and the "official" reason

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Ollis, Peter Rennie. "An investigation into the effect of attending an elite independent boys' school on working class children who were awarded free places." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8737/.

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King Edward's Birmingham, an independent school, provides wholly free places to some 10% of its annual intake of 120 boys. This research investigates how such boys fare academically at school and how their schooling could affect their subsequent lives. Because they have passed the fierce entrance examination without the benefits middle class children might have received through attending feeder prep schools with perhaps additional coaching, the meritocratic thesis suggests they should excel in the school and achieve impressive qualifications. Conversely, the work of Bourdieu and Bernstein indi

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Bianchini, Roberta Luciana Custódio. "Encontros com jovens : a escolha pelo curso de pedagogia e o sentido de tornar-se professor." Universidade Federal de São Carlos, 2017. https://repositorio.ufscar.br/handle/ufscar/9292.

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Submitted by Daniele Amaral (daniee_ni@hotmail.com) on 2017-10-09T19:48:42Z No. of bitstreams: 1 TeseRLCB.pdf: 3077807 bytes, checksum: 57239ec4f29bec8e72971f39509d9d80 (MD5)<br>Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-25T12:47:03Z (GMT) No. of bitstreams: 1 TeseRLCB.pdf: 3077807 bytes, checksum: 57239ec4f29bec8e72971f39509d9d80 (MD5)<br>Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-25T12:47:18Z (GMT) No. of bitstreams: 1 TeseRLCB.pdf: 3077807 bytes, checksum: 57239ec4f29bec8e72971f39

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Cottrill, Virginia M. "Life After Drop-Out: An Examination of Rural, Appalachian, First-Generation Non-Persisters." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395160206.

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Arenhaldt, Rafael. "Vidas em conexões (in)tensas na UFRGS: o Programa Conexões de Saberes como uma pedagogia do estar-junto na Universidade." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/39664.

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A tese mostra as trajetórias e a presença (in)tensa de estudantes, docentes e gestores que entrecruzaram e en(tre)laçaram suas vidas no Programa Conexões de Saberes da Universidade Federal do Rio Grande do Sul – UFRGS, no período de 2005 a 2009. Invoca e provoca uma reflexão sobre as disposições éticas, estéticas e afetuais que se manifestaram nas ações e no estar-junto, nas narrativas e testemunhos das vidas daqueles que fizeram e configuraram o referido Programa. Põe em evidência as formas que teceram e sustentaram, (des)mobilizaram e (des)potencializaram, deram vigor e vitalismo à sua reali

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Scattergood, Andrew J. "Learning to play : how working-class lads negotiate working-class physical education." Thesis, University of Chester, 2017. http://hdl.handle.net/10034/620821.

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Adults from the middle-classes are up to three times more likely to be regularly involved in sport than those from the working-class. The reason for this participation anomaly has been consistently linked to the differing lifestyles and opportunities to which young people from working and middle-class backgrounds are exposed. More specifically, working-class children are more likely to develop narrow, class-related leisure profiles and sporting repertoires during their childhood that serve to limit the likelihood of them remaining physically active in adulthood. In relation to this, one of the

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Mountford, Victoria Grace. "Everyday class distinctions in higher education." Thesis, University of Newcastle upon Tyne, 2012. http://hdl.handle.net/10443/2300.

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More than a decade of enormous changes in government policy (and power), funding and fees has transformed the scope, breadth and value of higher education in England (Featherstone, 2011). At the time of writing, the system of higher education in England is undergoing further substantial changes with funding cuts and vastly increased tuition fees that represent a further step in the neoliberalist marketisation of higher education (Collini, 2012; Holmwood, 2011). Such transformations in higher education (HE) bring further threats to social equality despite being hailed as the answer to upward so

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Dar, Aqsa. "The educational careers of high-aspiring working-class British Pakistani women." Thesis, Open University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664475.

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This research is concerned with the barriers and opportunities experienced by working class British Pakistani women who aspired to higher education and to obtaining professional jobs. It examines the career trajectories of nine second generation British Pakistani women who were born in a working class area of a former textile town in the north of England. These women pursued educational qualifications as the means to acquire new knowledge and experiences and in order to secure higher status jobs. This is in marked contrast to the traditional trajectory which they saw other British Pakistani wo

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Kumbhat, Christine Pushpa. "Working class adult education in Yorkshire, 1918-1939." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/19923/.

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This thesis considers the place of workers’ adult education in the world of the British labour movement, and what impact it may have had on worker-students as citizens. It concentrates on three voluntary working class adult education organisations – the Workers’ Educational Association (WEA), The National Council of Labour Colleges (NCLC), and the Co-operative. The WEA delivered an impartial, non sectarian, non-political programme of education in the liberal arts and humanities with the support of universities and Local Education Authorities. The NCLC promoted a programme of Marxist education,

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Birbili, Maria. "The experience of working in Greek higher education." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313170.

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Holland, Fiona G. "Teaching in higher education : working without a map." Thesis, University of Derby, 2012. http://hdl.handle.net/10545/560946.

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This study explored the complexity of working and teaching within one English post -1992 university from the perspectives of thirteen members of academic staff. Work relationships, work load and perception of the management’s support of teaching were investigated via semi-structured interviews. Interviews were transcribed and analysed using interpretative phenomenological analysis (IPA) as a theoretical framework. This method offered a way to analyse and interpret the experiences of lecturers working in Higher Education by maintaining a focus on the academics’ own words. Previous research usin

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Gerbrandt, Roxanne. "Exposing the unmentionable class barriers in graduate education /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404341781&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 249-264). Also available for download via the World Wide Web; free to University of Oregon users.

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Heyes, Malcolm K. "Secondary education and the working class : Wigan 1920-1970." Thesis, Durham University, 2004. http://etheses.dur.ac.uk/3044/.

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This study traces the development of educational provision for working class people in Wigan from 1920 until 1970. The main investigative tool of the study is oral evidence, gathered from interviewing a wide cross-section of people who attended different schools, triangulated against primary archive sources. The main theme of the study is that there was a clearly identified 'dual' and 'differentiated’ system of secondary provision for children in the town. For a small minority of pupils education was delivered in the selective grammar schools, who had access to a superior curriculum with clear

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Brown, Elaine. "Working-class education and illiteracy in Leicester, 1780-1870." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31050.

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This thesis concentrates on elementary and adult working-class education and illiteracy in Leicester between 1780 and 1870. The need for a literate workforce for the town's economic viability is also examined. The introductory chapters argue that economic and social change had had an adverse effect on education. Moreover an educated working class was perceived to be a threat to the existing social order, although the necessity for working-class education became increasingly apparent. Contemporaneously, members of the working class - particularly among the artisans - sought self-improvement, an

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Hendrickson, Nathan. "Impact of an academic success class on probationary students." Thesis, Rochester Institute of Technology, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1564785.

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<p> One of the primary the missions of colleges and universities is dedicated to student success. Traditionally, helping academically probationary students has been challenging for all educational institutions, because there are a multitude of factors involved for the schools and the students including, for example, demographics, socioeconomic issues, student motivation, and student time-management skills. The complexity introduced by these various factors creates obstacles in developing effective programs to aid and assist these students. At the Rochester Institute of Technology (RIT), there

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Johnston, Iain Mark. "In the wrong class : a comparative analysis of the British Labour Party's political discourse of higher education and social class with the Barlow, Robbins and Dearing reports /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190525.

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Thesis (Ph. D.)--University of Oregon, 2005.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 186-201). Also available for download via the World Wide Web; free to University of Oregon users.

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Murakami, Kazuki. "Dignité et identité : famille et école dans les quartiers populaires." Thesis, Paris 4, 2017. http://www.theses.fr/2017PA040036.

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Dans le discours public sur les quartiers populaires, les familles sont régulièrement accusées d’être responsables des problèmes des enfants, tels que la délinquance et l’échec scolaire. Les familles issues de l’immigration maghrébine et africaine sont plus particulièrement la cible de ces accusations, en références à leurs structures familiales et cultures spécifiques supposées. L’objectif de cette thèse est de réfléchir à la question éducative dans les quartiers populaires à travers l’analyse des discours des parents, des jeunes et des acteurs scolaires et locaux. En s’appuyant sur des enquê

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Plummer, Gillian. "What has education done for working-class women and girls?" Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10020292/.

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What has education done for working-class women and girls?' This study looks at 'how working-class life is theorised , and 'how it is experienced'. I start by analysing historical, sociological and psychological interpretations of class and gender subordination in the context of working-class women's relation to education and success, focusing specifically on inferiority as a learned position. In adopting a multidisciplinary approach I confront dominant discourses and structures of academic knowledge evoking different sides of the conflictual relationship between 'able' working-class girls and

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Hughes, Jeanne M. "An examination of the use of whole class writing conferences in an undergraduate composition class." Thesis, Rivier University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646068.

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<p> Writing conferences are a writing process tool to aid students with writing development. Conferences are underutilized due to time constraints and lack of direction. This qualitative study examines whole class writing conferences, a conference method that includes all members of the class participating in weekly discussion of written drafts. Fourteen first-year undergraduate composition students and their teacher at a United States New England university meet in twenty-two class periods where they learn about and then participate in whole class writing conferences. Field notes from class

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Goward, Shonda L. "Social Class and Sense of Belonging| A Quantitative, Intersectional Analysis." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10742884.

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<p> The purpose of this study is to understand how social class background plays a role in student experiences on selective campuses. This study centers the experience of low-income students and extends the work of Ostrove and Long (2007). Previous research has indicated that race, gender, and social class status have each, respectively, been demonstrated to have statistically significant relationships to sense of belonging. This research affirms existing research, but also finds that there are more positive relationships than previously theorized. Minoritized students had higher mean scores r

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Martin, Kevin Joseph. "Educational Development Needs of Higher Education Faculty Working With ELLs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5098.

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This study was undertaken to examine the educational development (ED) needs of higher education (HE) faculty who have English language learners (ELLs) in their mainstream courses but do not have specialized training in teaching such students. A quantitative approach was used to explore the impact of any existing ED and areas that might need improvement. This study, guided by andragogy, examined the pedagogical needs of these HE faculty. A cross-sectional analysis of online survey data using a multiple analysis of variance (MANOVA) and multiple analysis of covariance (MANCOVA) examined the ED n

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Gregory, Gerald Thomas. "Working-class writing, publishing and education : an investigation of three 'moments'." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10007377/.

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This study explores the work and experience of working-class writers in three Imoments l and the contexts in which their writing has been produced and published. A class a~ymmetrv of access to writing and publishing is seen to characterise all three Imoments l , disadvantaging working-class people, and to explain a corpus of work that, because it remains largely obscure, both surprises the student by its extent while at the same time remaining relatively 2 modest in quantity. The processes of writing and publishing receive increasing attention and come to be seen as powerfully educational for

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Attwood, Megan Elizabeth. "Exploring place : further education, working class women and a foundation degree." Thesis, Open University, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701079.

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In May 2010 a newly elected coalition government inherited a concern about widening access to higher education in the United Kingdom. As far as widening participation within higher education is concerned, research indications are that while overall participation has increased, the rate of participation from under-represented groups has remained at a consistently low level (UCAS 2012a, ESRC 2012). My study is motivated by these disparities in participation rates and by a desire to critique the assumptions made within policy. I view widening participation policy as problematic in its negative po

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