Strange new world: applying a Bourdieuian lens to understanding early student experiences in higher education


Watson, Jo, Nind, Melanie, Humphris, Debra and Borthwick, Alan (2009) Strange new world: applying a Bourdieuian lens to understanding early student experiences in higher education. British Journal of Sociology of Education, 30, (6), 665-681. (doi:10.1080/01425690903235144).

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Description/Abstract

Occupational therapy pre-registration education stands at the intersection of the fields of health and social care and higher education. UK Government agendas in both fields have seen an increase in the number of students entering with non-traditional academic backgrounds, a group noted to experience particular challenges in negotiating the transition to, and persisting and succeeding within, higher education. Drawing on data from an ongoing longitudinal case study, a Bourdieuian lens is applied to exploring the early educational experiences of a group of these students during their first year of study and highlights a number of key issues, including the high-value status of linguistic capital and its relationship to understanding the rules governing practices within the learning environment, the processes via which students manage to adapt to or interestingly, to resist, the dominant culture of the field, and some of the barriers to finding a foothold and legitimate position within the new field

Item Type: Article
ISSNs: 0142-5692 (print)
Related URLs:
Keywords: widening participation, non-traditional academic backgrounds, student experience, habitus, field, linguistic capital
Subjects: H Social Sciences > HM Sociology
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: University Structure - Pre August 2011 > School of Education > Social Justice and Inclusive Education
University Structure - Pre August 2011 > School of Health Sciences
University Structure - Pre August 2011 > School of Social Sciences
ePrint ID: 72551
Date Deposited: 18 Feb 2010
Last Modified: 27 Mar 2014 18:51
URI: http://eprints.soton.ac.uk/id/eprint/72551

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