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Cultural and Social Capital in University Choice : Intra-Class Differences Amongst Working-Class Students in a Sixth Form College

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Cultural and Social Capital in University Choice : Intra-Class Differences Amongst Working-Class Students in a Sixth Form College Open Research Online The Open University’s repository of research publications and other research outputs Cultural and social capital in university choice : intra-class differences amongst working-class students in a sixth form college Thesis How to cite: Woodward, Philip John (2013). Cultural and social capital in university choice : intra-class differences amongst working-class students in a sixth form college. EdD thesis The Open University. For guidance on citations see FAQs. c 2012 The Author https://creativecommons.org/licenses/by-nc-nd/4.0/ Version: Version of Record Link(s) to article on publisher’s website: http://dx.doi.org/doi:10.21954/ou.ro.0000d500 Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk I :SOb.342.. "'-JOe ;2.C)IZ- CG.-1.~ \A.\.~c,-'Cic(\ cop ~ Cultural and Social Capital in University Choice: Intra-class Differences Amongst Working-class Students in a Sixth Form College. Philip John Woodward BA (Hons) Sociology and Social Anthropology, MA in Philosophy, MA in Film and Television Studies, MEd in Lifelong Learning, Postgraduate Certificate in Education (Further Education). Thesis submitted for the award of Doctor of Education (EdD) Centre for Research in Education and Educational Technology (CREET) The Open University October 2012 bA-rc; o~ .svP ..1Y\\-':;'~\O(,\:' 2.,q Cc:.TOec.:~;_ ':2.012.- t.f\T€ of- A\.O~~ : 2. SMA! "'.0'3 Your full name: Philip John Woodward Personal identifier (PI): R 1760653 Affiliated Research Centre (ARC) (if applicable): Department: Centre for Research in Education and Educational Technology : (CREET) Thesis title: Cultural and Social Capital in University Choice: Intra-class Differences Amongst Working-class Students in a Sixth Form College I confirm that I am willing for my thesis to be made available to readers by The Open University Library, and that it may be photocopied, subject to the discretion of the Librarian Signed: /./ ..~~ . Print name: Philip John Woodward Date: 29/05/13 DD/MM!YY British'Library , The Open University has agreed that a copy of your thesis can be made Authorisation. available on loan to the British Library Thesis Service on a voluntary basis. The (PhD and EdD ~ British Library may make the thesis available online. Please indicate your candidates only) preference below: 12]1 am willing for The Open University to loan the British library a copy of my thesis ;0 I do not wish The Open University to loan the British Library a copy of my thesis Abstract Background Research on the way that sixth-form students utilise cultural and social capital when applying to university has suggested that students make differential choices on the basis of social class. Research has also highlighted the significance of intra-class differences amongst middle-class students. It suggests the extent to which family, school, peers, and the media may influence and impact on choices. Aim This research examines the extent to which students from similar socio-economic backgrounds, and in particular 'working-class' students, make choices. This process is examined in terms of the university and course choices made and associated social advantage and prestige. Methods This research employs an interpretative paradigm using qualitative methods and a conceptual framework derived from Bourdieu. Focus groups and semi-structured interviews were used to investigate research questions and a grounded approach to data analysis was utilised. 3 Findings Findings suggest that access to cultural and social capital is limited to familial influence. Students were influenced by their parents in differential ways, but also drew on the experience of their siblings. However, it was noted that the college environment had a limited impact on student decisions. When making choices the most notable themes linked to general locality, where respondents were fairly polarised in their desire to 'stay local' or 'move away'. Discussion and Conclusions Locational preference linked to degree of geographical cultural knowledge and led to the development of a new theoretical concept that I term locational capital. This corresponded to intentions to avoid certain locations such as 'the rural' or 'the provincial' and provides a new way of understanding choice. These geographical constructions, linked to perceptions concerning Higher Education Institutions, often triggered concerns regarding 'fitting-in' and 'social class' and for many resulted in limitations on choice. This imposed a limitation on applying to prestigious HEIs. 4 Acknowledgements I am grateful for all the support and encouragement that I have received during the course of my research. In particular I would like to thank my supervisor Dr Catherine Matheson for her unwavering encouragement, academic support, expertise and her enthusiasm. I am also grateful for the significant help provided by my co-supervisor Dr Peter Lavender and from June Ayres at The Open University. In addition I would like to thank my family and friends for their support, especially Claire for her kindness and understanding. My thanks also go to my colleagues who provided practical support and encouragement during my research. I am also grateful to all those who willingly participated in focus groups and interviews and made the research possible. 5 6 Contents 1. Introduction 15 Preliminary research questions 17 2. Policy Background 19 To what extent have policy and practice influenced the involvement of potential applicants from lower socio-economic groups in Higher Education (HE)? 19 2.1 Historical context 19 2.2 The Anderson and Robbins Reports 21 2.3 The Dearing Report 24 2.4 The labour market 26 25 Inequalities 28 2.6 Conclusion 35 3. Key Research Questions 37 How do potential applicants from different socio-economic backgrounds decide if, where and what to study? In what different ways do they understand and use Higher Education (HE)? 37 7 3.1 Inter-class differences 37 3.2 Conclusion for inter-class differences 49 How do potential applicants from similar socio-economic backgrounds, in particular working-class backgrounds, decide if, where and what to study? In what different ways do they understand and use HE? 51 3.3 Intra-class differences 51 3.4 Conclusion for intra-class differences 59 4. Conceptual Framework 61 To what extent do potential applicants have access to and employ social and cultural capital in making decisions about Higher Education (HE)? Is this related to social class? 61 4.1 Operationalising social class 61 4.2 Theoretical underpinning 63 4.3 Contemporary approaches to social and cultural capital 72 4.4 Conclusion for conceptual framework 76 4.5 Justification and revision of research questions 78 5. Methodology 81 8 5.1 Research questions 81 Revised research questions 81 5.2 Introduction 81 5.3 Research methods 83 5.3.1 Research paradigms 83 5.3.2 Research perspectives 87 5.3.3 Research approaches 94 5.4 Research design and research methods 98 5.4.1 Focus groups 98 5.4.2 Interviews 99 55 Sampling strategies 101 Stratified and purposive sampling 101 5.6 Methodological issues 102 5.6.1 Validity, or validation, and reliability 102 5.6.2 Trustworthiness 103 5.6.3 Generalisability and representativeness, fittingness and translatability 105 5.6.4 Reliability and replicability 108 5.7 Ethics 109 5.7.1 Practical considerations and procedures: permissions and informed consent 110 5.72 The role of the researcher: maintaining distance, avoiding bias and prejudice 111 9 5.7.3 Reciprocity 112 5.7.4 Anonymity. respect and accuracy 113 5.8 Pilot study 114 5.9 Data collection and analysis 117 5.10 Research procedures 125 5.11 Conclusion 128 6. Key Factors in Higher Education Choice 131 6.1 Introduction 131 6.2 Setting the scene: intentions in relation to Higher Education Institution (HEI) and general location 131 6.3 Higher education choice 134 6.3.1 Parents 134 6.3.2 College 145 6.3.3 Siblings 149 6.3.4 Relatives 151 6.3.5 Friends and peers 152 6.3.6 Media 153 6.4 Conclusion 154 10 7. Key Themes and Concepts in Higher Education Choice 155 7.1 Introduction 155 7.2 'A love of the local' 156 7.3 'The pleasure of independence' 158 7.4 "I'm going to be stuck in fields" - 'A fear of the provincial' 161 7.5 Prestige and ranking 165 7.6 Fear of failure - not fitting-in and social class 170 7.7 Institutional considerations in Higher Education choice 173 7.8 Course choice 175 7.9 Atmosphere and fitting-in 176 7.10 Conclusion 178 8. Discussion and Theoretical Development 179 8.1 Introduction 179 8.2 Location 179 8.3 Limitations on choice and extended choice 182 8.4 Locational capital 183 11 8.5 Hierarchies of choice and overriding influences 189 8.6 Typologies of choice 190 8.7 Overriding activities and enabling activities 191 8.8 Conclusion 192 9. Overview of the Research and Contribution to Professional Practice 193 9.1 Introduction 193 9.2 Overview of findi ngs 193 9.3 Implications for professional practice 199 9.4 Evaluation of research process 201 9.5 The development of theory and contribution to the field of educational research 204 9.6 Future research 205 9.7 Conclusion 209 10. Bibliography 211 11. Appendices 229 11.1 Appendix 1 - Permission letter 229 11.2 Appendix 2 - Letter to potential participants 230 12 11.3 Appendix 3 - Focus group - example of transcript 237 11.4 Appendix 4 - Interview - example transcript 267 11.5 Appendix 5 - Occupational background of participants parents 294 11.6 Appendix 6 - University Mission Groups 296 The Russell Group 296 The 1994 Group 297 University Alliance 298 Million- Group 299 Guild HE 300 Guild HE - Associate Members 301 The Sutton Trust 13 301 The Sutton Trust 30 302 11.7 Appendix 7 - Grounded Theory Coding 304 Coding Procedures 304 13 14 1.
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