Dr Debbi Stanistreet & Dr Tamara Thiele “I wanted to prove everyone wrong" A qualitative exploration of non-traditional students' journeys into an elite university Dr Debbi Stanistreet & Dr Tamara Thiele

Overview Background Aim & Objectives Methods Findings Conclusion

Background Socio-economically disadvantaged students are 6.3 times less likely to enter top-tier universities (HEFCE, 2015; OFFA, 2016). Inequalities in participation at universities is complex and associated with multiple, overlapping types of disadvantage What accounts for variations in these trends?

Aim To explore how socio-economically disadvantaged students perceived their experiences in their educational trajectories from primary school into a Russell Group University (University of Liverpool) Objectives: Identify commonalities and differences in how students perceived their own background characteristics Explore factors facilitators and/or barriers that were influential throughout educational trajectories.

Methodological Approach Phenomenological study focus on ‘lived experiences’ Semi-structured interview schedule designed Narrative Approach

Methods-Procedure Data Collection 76 students contacted via e-mail (all previously screened and had taken part in WP activities) Thirteen students responded and subsequently took part in the study (semi-structured interviews) Analysis Thematic analysis was used to analyse students' narratives of their experiences from primary school to HE. Results Two main themes were identified from the data: Identity and Educational Engagement

Theme 1-Identity Viewed from psychological perspective as an individual and collective construct Reflected across three sub-themes: Self-appraisal Social comparisons Expectations

Theme 2 - Educational Engagement Educational Engagement is individuals’ involvement in education and the effort devoted to educationally purposeful activities (Skinner & Pitzer, 2012). Class Participation Attendance Effort devoted to school work, learning

Identity and Engagement Sources of disadvantage Linked to working-class identities Affected educational engagement in positive & negative ways.

Self-appraisal and identity Self appraisal in respect of social class is not necessarily a visible part of identity. Depends on social factors/processes, including awareness of differences (visible & invisible) " Like we didn’t have the right, the right clothes, the right phones, the right channels on TV, but I never blamed anyone about it. Like it's no-ones fault. (Rachael) " Their family problems seemed so menial. I was like why is that even a problem? They were generally happier as well. “(Lauren)

Self-appraisal and working hard Working hard and achieving high grades - positive markers of identity : "Whereas they didn't care, I wanted to get a good grade. Erm (..) then because of that they called, (..) they nicknamed me, some of my friends they called me 'Extra'. Because I would do extra work.“ (Daniel)

Social Comparisons & Working Hard Investing in education often had undesirable social consequences and costs. “You would have people in my year that would just take the piss if you did try to do work, and ’cause I wanted to, they did.” (Lisa) Some individuals described actively hiding engagement from others to maintain peer-groups, avoid bullying and social exclusion. This too had costs low expectations, misjudged academic potential

Identity-Related Expectations Negative group stereotypes and low expectations -a group that would not fit in, or do well. “They thought I would not do well because of who I am.“ (David) "My mum didn't want me to go really. She just thought I wouldn't fit in there because her, one of her friends' sons went, and got bullied there cause he was quite like, -he didn't fit in with the people and all that.” (Kate)  

Identity-Related Expectations Though low expectations and negative group stereotypes were considered barriers and sources of frustration, these were also linked to individuals’ motivations for working hard, succeeding and proving others wrong. “Wanting to do better than what they thought ’cause there is a lot of stereotypes about like, people on benefits and … I wanted to prove that just because my parents were on them, that I wouldn’t necessarily be on them myself.” (Melissa)

Proving others wrong " I remember telling them about the Scholars thing and saying that I want go to Liverpool Uni, and I remember them saying: “You, you won't get into University of Liverpool, you should just apply to John Moores” and I (pause) I just awww, I just thought- “ No, I'm going to The University of Liverpool.” Cause like, I think, I think it's not like that, like when I feel like the motivation for me coming to uni, and me doing well, more so than having a good future- it's to prove everyone wrong. That I can do well. So people said to me, I can't do well. I wanted to prove them wrong. That I can do well and that's like the reason I want to do well. More so than for me." (Lisa)

Low Attendance-Disengagement and Apathy? “I just think it made me angry (laughs) more like, I was already frustrated with the school and then it just made me more like, more like reluctant to go in but more determined to do well.” (Kate) " There was, there was a few months where I was between living in like women's' shelters and being homeless where there wasn't a school for me to go to and so then after that age it just didn't become a priority.“ (Lisa)

Hidden Engagement Lower predicted grades ? Viewed as disengaged and apathetic Low expectations + misjudged academic potential Lower predicted grades ? Differential outcomes?

Utilitarian engagement Motivations & experiences varied -but all described attending university, as a means to improving current circumstances (e.g. wanting to do better, escaping adversity, moving away) “University was my getaway plan because I really didn’t enjoy it at home.” (Lauren)

Impact of social circumstances Challenging social situations (e.g. domestic abuse, family instability, financial hardship, isolation and bullying at school) affect academic trajectories and educational engagement. They contribute to school disaffection, periods of withdrawal and poor attendance.

Implications of findings Identity & Decision Making Identity related barriers, such as low expectations, negative groups stereotypes, fear of not fitting in affect decision-making processes  Explain trends in participation at different types of HE Institution? Can result in educational disengagement, school disaffection prevent students from attending HE in the first place, or following non-linear pathways.

Implications of findings II ‘First in the family’ is a source of motivation but also disadvantage Limited and contradictory guidance and knowledge about university - Two participants described not knowing about university until year 12! Going to university is also a practical issue as it means not contributing to family expenses straightaway

Implications of findings III Long-term negative effects Barriers and sources of disadvantage do not end upon entry to university. Identity-related barriers (e.g. being perceived as a group less likely to do well, negative stereotypes) impact on sense of belonging

Conclusion Students' narratives depict sources of disadvantage associated with material hardship, schooling, peer groups and in many cases, unstable family circumstances. Provide insight into subjectivity of disadvantage Factors linked with identity & educational engagement in +ve and –ve ways! Together, impact on students’ outcomes & decision- making processes Ultimately, identity-related barriers, and the various sources of disadvantage individuals discussed do not disappear when they enter HE!

Recommendations Outreach is important but is most effective at an early educational stage. It is important to recognise differences in engagement (due to social factors) prevent misjudged potential Provide greater guidance and access to information about HE. Teachers and parents are key. More transitional support is required into HE for disadvantaged students

Practical Developments at UoL Based on Findings We are currently in the early stages of developing a system of academic and pastoral support for non-traditional students during the transition period between school/ FE and HE and also during the first year of studies at UoL.