Estranged Students in Higher Education: Navigating Social and Economic Capitals

Autor/inn/en	Costa, Cristina; Taylor, Yvette; Goodfellow, Claire; Ecochard, Sidonie
Titel	Estranged Students in Higher Education: Navigating Social and Economic Capitals
Quelle	In: Cambridge Journal of Education, 50 (2020) 1, S.107-123 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taylor, Yvette) ORCID (Goodfellow, Claire)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2019.1648639
Schlagwörter	Social Capital; Economic Factors; College Students; Family Relationship; Disadvantaged; Academic Achievement; Correlation; Student Attitudes; Educational Experience; Alienation; Higher Education; Poverty; Foreign Countries; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Sozialkapital; Ökonomischer Faktor; Collegestudent; Schulleistung; Korrelation; Schülerverhalten; Bildungserfahrung; Entfremdung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Armut; Ausland
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. The authors 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01