Habitus in HE – The Needs of Widening Participation Students within Higher Education

A work in progress

Background to Research

Current government figures suggest that 45% of 18-30 year olds are currently engaged in Higher Education

Whilst this increase in numbers has not significantly affected the gap between those from the lowest socio-economic groups and higher ones, there has been a fundamental shift in terms of numbers and the types of students attending HE and attendance from all socio-economic groups is increasing

Qualifications upon entry for many courses and institutions are low Drop out rates are approaching 15% nationally and an average of 25%

in the new university sector Strong correlation between % of intake from state sector and drop out

rates At a time when the AUT predict student/staff ratios to rise to 1:23 in

2010

Changing Perceptions

Our expectations of students rarely match with the reality We encourage interest and commitment to the course

and subject area Students to read not only for assignments but for a more

detailed level of understanding We expect the course to be the main focus of attention

for a student Are we in danger of creating an image of ‘an ideal

student’ as Becker suggested and do the majority of students match that image?

Cultural Capital and Habitus

"the scholastic yield from educational action depends on the cultural capital previously invested by the family" (Bourdieu, 1997)

Habitus refers to the environment of the person in any given circumstance and suggests that the range of choices available are limited and based around the cultural investment in the individual by family and (for my purposes) society

As Nash (1999) states, effectively it provides people with a ‘feel for the game’

The initial basis of the research is that our concept of the ‘game’ may differ, at times quite significantly, from that of many of the students

Tinto’s Model

To formulate the research area I sought to explore the range of variables that could influence a HE students’ cultural capital

Primarily I have based this on Tinto’s (1975) model

This model deals not only with previously acquired capital but draws on experiences a student will encounter within HE

Therefore, the research focuses not only on experiences within HE but family circumstances and a individuals own perceptions of themselves as students

Tinto’s Model of Student Retention

Draper (2003)

Scope of Research

The research will focus on Education Studies as an exemplar to allow comparison across institutions whilst reducing variables based on type of course

The aim is to understand the student experience in relation to the commitment of the institution

Data is collected via a questionnaire which is administered within sessions

Initial studies have been conducted at three Post 1992 institutions

Further work is planned at a range of institutions offering Education Studies

Emerging Themes

66% of students possessed A' levels Majority at fairly low grade levels 30% had BTEC, Access or alternative diploma 4% claimed no qualification higher than G.C.S.E. 59% of students have an extended family member

who has previously attended H.E. However, only 58% of those students have an

immediate family member who has attended Those students with alternative entry qualifications

are significantly less likely to have a family member who has previously attended H.E.

Emerging Themes

84% of students felt they received good or excellent support from parents but 9% stated that the support was very poor

92% good or excellent support from partner 85% good or excellent support from parents 92% good or excellent from friends 62% good or excellent support from Personal Tutor 70% of students feel that their studies are going well or

very well 62% of students consider themselves to be good or

excellent students The later two figures remain fairly static across years

groups

Emerging Themes

52% of students are working whilst completing their degrees

61% of first year students are working The mean figure of hours worked for students is 17

hours with a range of between 2-50 hours Only 18% of students overall have joined clubs or

societies but 48% of non-working students have done so

Wilcox et al (2005) stated that the largest single reason for students leaving courses was their lack of social integration.

Conclusion

It is in our interests to ensure that we retain students and that we provide sufficient support in order to aid them in meeting their goals.

Without a true understanding of their changing needs it is doubtful that we will succeed in this aim.

If we are to truly widen participation then it is imperative that we examine how courses are delivered and in what ways that delivery conflicts with the needs of students.

Therefore, in order to fully engage students we must ensure that our practices reflect the changing nature of those students and move away from discussions around a perceived lack of involvement to discussions that seek to involve a new intake.