<mets:mets OBJID="eprint_342296" LABEL="Eprints Item" xsi:schemaLocation="http://www.loc.gov/METS/ http://www.loc.gov/standards/mets/mets.xsd http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-3.xsd" xmlns:mets="http://www.loc.gov/METS/" xmlns:mods="http://www.loc.gov/mods/v3" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><mets:metsHdr CREATEDATE="2026-06-18T14:05:38Z"><mets:agent ROLE="CUSTODIAN" TYPE="ORGANIZATION"><mets:name>ePrints Soton</mets:name></mets:agent></mets:metsHdr><mets:dmdSec ID="DMD_eprint_342296_mods"><mets:mdWrap MDTYPE="MODS"><mets:xmlData><mods:titleInfo><mods:title>Profitable portfolios: capital that counts in higher education</mods:title></mods:titleInfo><mods:name type="personal"><mods:namePart type="given">Jo</mods:namePart><mods:namePart type="family">Watson</mods:namePart><mods:role><mods:roleTerm type="text">author</mods:roleTerm></mods:role></mods:name><mods:abstract>Under-representation in UK higher education of students from less privileged social backgrounds is an enduring problem. While there are examples of productive participation, the pattern of collective trajectories of this group differs sharply from that of traditional entrants (Reay 2006). The onus falls largely to students to adapt to established practices which remain strongly oriented towards traditional white middle-class populations (Read et al. 2003, Burke 2005).&lt;br/&gt;&lt;br/&gt;Bourdieu’s theory of practice informed the analysis of data emerging from a longitudinal case study and empirical insights are offered into how students with non-traditional academic backgrounds experienced and negotiated the demands of studying in one of the UK’s research-intensive universities. A new conceptual framework identifies academic, linguistic, social and professionally-oriented capital as underpinning the logic of practice of this sub-field of higher education, and their influence on the positional tendencies and trajectories of the students operating within it are highlighted.</mods:abstract><mods:originInfo><mods:dateIssued encoding="iso8061">2013</mods:dateIssued></mods:originInfo><mods:genre>Article</mods:genre></mets:xmlData></mets:mdWrap></mets:dmdSec><mets:amdSec ID="TMD_eprint_342296"><mets:rightsMD ID="rights_eprint_342296_mods"><mets:mdWrap MDTYPE="MODS"><mets:xmlData><mods:useAndReproduction><p xmlns="http://www.w3.org/1999/xhtml"><strong>For work being deposited by its own author or their nominees in the public archive:</strong> In self-archiving this item/collection of files and associated bibliographic metadata, I grant e-Prints Soton the right to store them, to make them available online without charge in accordance with the access setting selected and after the expiry of any embargo period stipulated to make them available publicly. 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Clicking on the deposit button indicates your agreement to these terms. </p></mods:useAndReproduction></mets:xmlData></mets:mdWrap></mets:rightsMD></mets:amdSec><mets:fileSec><mets:fileGrp USE="reference"><mets:file ID="eprint_342296_4095085_1" SIZE="255930" OWNERID="https://eprints.soton.ac.uk/342296/1/Watson_282012_29_Profitable_portfolios_-_Capital_that_counts_in_higher_education_-_ePrints.pdf" MIMETYPE="application/pdf"><mets:FLocat LOCTYPE="URL" xlink:type="simple" xlink:href="https://eprints.soton.ac.uk/342296/1/Watson_282012_29_Profitable_portfolios_-_Capital_that_counts_in_higher_education_-_ePrints.pdf"></mets:FLocat></mets:file></mets:fileGrp></mets:fileSec><mets:structMap><mets:div DMDID="DMD_eprint_342296_mods" ADMID="TMD_eprint_342296"><mets:fptr FILEID="eprint_342296_document_4095085_1"></mets:fptr></mets:div></mets:structMap></mets:mets>