Estranged students in higher education : navigating social and economic capitals
Costa, Cristina and Taylor, Yvette and Ecochard, Sidonie and Goodfellow, Claire (2019) Estranged students in higher education : navigating social and economic capitals. Cambridge Journal of Education, 50. pp. 107-123. ISSN 0305-764X (https://doi.org/10.1080/0305764X.2019.1648639)
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Abstract
Family is widely regarded as a cornerstone of student support. When family support exist as an essential form of social capital making, rupture of family ties places students in a disadvantageous position. This paper focuses on estranged students’ accounts of their experiences of higher education, highlighting how capital dynamics shape their academic trajectories. Based on interviews with 21 estranged students, our research uncovers different dimensions of estranged students’ struggles and successes as they move through academia. This paper explores the social imagination that surrounds the university student, or ‘student experience’, as resting upon family support. We propose that widening participation policies and practices need to be more attuned to the realities that mark estranged students’ experiences, as they are not only impacted by the scarcity of either economic or social capital, but also by the instability of interrelated capitals that contribute to precarious and volatile experiences
ORCID iDs
Costa, Cristina, Taylor, Yvette, Ecochard, Sidonie and Goodfellow, Claire ORCID: https://orcid.org/0000-0001-5990-8150;-
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Item type: Article ID code: 69123 Dates: DateEvent2 September 2019Published2 September 2019Published Online16 July 2019AcceptedSubjects: Education Department: Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > Education
Faculty of Humanities and Social Sciences (HaSS) > Social Work and Social Policy > Social Work and Social Policy > Social PolicyDepositing user: Pure Administrator Date deposited: 29 Jul 2019 14:27 Last modified: 12 Dec 2024 08:20 Related URLs: URI: https://strathprints.strath.ac.uk/id/eprint/69123