Precarious Success and the Conspiracy of Reflexivity: Questioning the 'Habitus Transformation' of Working-Class Students at Elite Universities

Autor/inn/en	Jin, Jin; Ball, Stephen J.
Titel	Precarious Success and the Conspiracy of Reflexivity: Questioning the 'Habitus Transformation' of Working-Class Students at Elite Universities
Quelle	In: Critical Studies in Education, 62 (2021) 5, S.608-623 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2019.1593869
Schlagwörter	Social Capital; Cultural Capital; Working Class; Selective Admission; Personal Narratives; Transformative Learning; Educational Experience; Undergraduate Students; Student Attitudes; Barriers; Social Differences; Access to Education; Social Mobility; Institutional Characteristics; Foreign Countries; Asians; Advantaged; Student Adjustment; China + Suchen Sie Ihr Suchwort? Sozialkapital; Arbeiterklasse; Bildungsselektion; Erlebniserzählung; Pädagogische Transformation; Bildungserfahrung; Schülerverhalten; Sozialer Unterschied; Education; Access; Bildung; Zugang; Bildungszugang; Soziale Mobilität; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	Some authors argue that access to elite universities can bring about a 'habitus transformation' for working-class students, however in this paper, based on a three-year life history study, it is suggested that the transformative effects of the elite university experience come about in relation to and constrained by the working-class habitus. Working-class students tend to choose the strategy of 'compartmentalising' to manage their experience of university -- engaging primarily academically and sideling the social aspects of university life. This paper offers a very complex account of such compartmentalising, in which the lack of appropriate capitals, emotional injuries, habitual dispositions and the application of instrumental rationality are fused together to make up the university experience for working-class students. The analysis demonstrates the 'conspiracy' of reflexivity. Reflexivity does not necessarily bring changes in and challenges to an existing "habitus"; rather reflexivity conspires with and tends to reinforce it. This demonstrates the continuing role of habitus in maintaining class domination in elite settings and raises questions about the effects and effectiveness of the widening participation agenda in HE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01