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Care experienced students’ transitions to university: learning identities, prior educational experiences and socio-cultural contexts

Ceryn Evans Orcid Logo

British Journal of Sociology of Education

Swansea University Author: Ceryn Evans Orcid Logo

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DOI (Published version): 10.1080/01425692.2024.2392148

Abstract

Care experienced students are one of the most under-represented groups in higher education (HE) in the UK. Research in this field has sought to understand why some care experienced young people successfully transition to higher education and achieve good outcomes in it, despite experiencing consider...

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Published in: British Journal of Sociology of Education
Published: Taylor and Francis 2024
URI: https://cronfa.swan.ac.uk/Record/cronfa67368
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first_indexed 2024-08-13T11:27:19Z
last_indexed 2024-08-13T11:27:19Z
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spelling v2 67368 2024-08-13 Care experienced students’ transitions to university: learning identities, prior educational experiences and socio-cultural contexts 8667761b1ae1cf33956bb056c4367452 0000-0002-0019-1017 Ceryn Evans Ceryn Evans true false 2024-08-13 SOSS Care experienced students are one of the most under-represented groups in higher education (HE) in the UK. Research in this field has sought to understand why some care experienced young people successfully transition to higher education and achieve good outcomes in it, despite experiencing considerable adversities and inequalities. To date, there has been scant detailed attention to the role of students’ wider social contexts in their transitions to university. Drawing on the voices of 14 care experienced students and graduates from UK universities, the paper highlights the role of their learning identities and social and cultural capitals and resources in their transitions to HE. The data provides an opportunity to critique individualising accounts of successful transitions to HE which have foregrounded notions of resilience or self-determination, by highlighting the role of wider social circumstances in care experienced students’ higher education decisions and transitions. Journal Article British Journal of Sociology of Education 0 Taylor and Francis Care experience; students; higher education; learning identities; capitals 20 8 2024 2024-08-20 10.1080/01425692.2024.2392148 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University SU Library paid the OA fee (TA Institutional Deal) Swansea University; The research was funded by the Society for Research into Higher Education grant number (EVANS/RA2211) 2024-08-22T12:15:47.0567082 2024-08-13T12:20:23.6733369 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Ceryn Evans 0000-0002-0019-1017 1 67368__31153__6a244d9708c8412bbbda8c03c7d2992a.pdf 67368.VoR.pdf 2024-08-22T10:39:15.2149231 Output 1102362 application/pdf Version of Record true © 2024 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution License (CC-BY). true eng http://creativecommons.org/licenses/by/4.0/
title Care experienced students’ transitions to university: learning identities, prior educational experiences and socio-cultural contexts
spellingShingle Care experienced students’ transitions to university: learning identities, prior educational experiences and socio-cultural contexts
Ceryn Evans
title_short Care experienced students’ transitions to university: learning identities, prior educational experiences and socio-cultural contexts
title_full Care experienced students’ transitions to university: learning identities, prior educational experiences and socio-cultural contexts
title_fullStr Care experienced students’ transitions to university: learning identities, prior educational experiences and socio-cultural contexts
title_full_unstemmed Care experienced students’ transitions to university: learning identities, prior educational experiences and socio-cultural contexts
title_sort Care experienced students’ transitions to university: learning identities, prior educational experiences and socio-cultural contexts
author_id_str_mv 8667761b1ae1cf33956bb056c4367452
author_id_fullname_str_mv 8667761b1ae1cf33956bb056c4367452_***_Ceryn Evans
author Ceryn Evans
author2 Ceryn Evans
format Journal article
container_title British Journal of Sociology of Education
container_volume 0
publishDate 2024
institution Swansea University
doi_str_mv 10.1080/01425692.2024.2392148
publisher Taylor and Francis
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
document_store_str 1
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description Care experienced students are one of the most under-represented groups in higher education (HE) in the UK. Research in this field has sought to understand why some care experienced young people successfully transition to higher education and achieve good outcomes in it, despite experiencing considerable adversities and inequalities. To date, there has been scant detailed attention to the role of students’ wider social contexts in their transitions to university. Drawing on the voices of 14 care experienced students and graduates from UK universities, the paper highlights the role of their learning identities and social and cultural capitals and resources in their transitions to HE. The data provides an opportunity to critique individualising accounts of successful transitions to HE which have foregrounded notions of resilience or self-determination, by highlighting the role of wider social circumstances in care experienced students’ higher education decisions and transitions.
published_date 2024-08-20T12:15:46Z
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score 11.028886

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