'Swallow Your Pride and Fear': The Educational Strategies of High-Achieving Non-Traditional University Students

Autor/inn/en	Wong, Billy; Chiu, Yuan-Li Tiffany
Titel	'Swallow Your Pride and Fear': The Educational Strategies of High-Achieving Non-Traditional University Students
Quelle	In: British Journal of Sociology of Education, 40 (2019) 7, S.868-882 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Billy) ORCID (Chiu, Yuan-Li Tiffany)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2019.1604209
Schlagwörter	Psychological Patterns; Fear; Educational Strategies; High Achievement; Nontraditional Students; College Students; Foreign Countries; Academic Achievement; United Kingdom (London) + Suchen Sie Ihr Suchwort? Furcht; Lehrstrategie; Collegestudent; Ausland; Schulleistung
Abstract	With more graduates, degree outcomes have a renewed significance for high-achieving students to stand out in a graduate crowd. In the United Kingdom, over a quarter of undergraduates now leave university with the highest grade -- a 'first-class' degree -- although students from non-traditional and underprivileged backgrounds are the least likely. This article explores the experiences of high-achieving non-traditional (HANT) university students. Drawing on in-depth interviews with 30 final-year students who are on course to achieve a first-class degree from working-class, minority ethnic and/or mature backgrounds, we examine their pathways to academic success through identity works and negotiations. We argue that early successes are crucial for students to re-evaluate their self-expectations as students who can achieve in higher education, while self-esteem, pride or fear can prevent students from maximising their available resources and opportunities. Implications for practice and policy are discussed, including the reflective advice from HANT students towards academic success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01