‘It’s not something that I should be ashamed of’ understanding the challenges and lived experiences of disadvantaged students during the Covid-19 pandemic

Abstract

The pervasive socioeconomic inequalities that exist in relation to higher education participation within the UK are notably prominent amongst the most selective, ‘elite’ universities, and could become wider still following the Covid-19 pandemic. This case study privileges the accounts of 11 young people from low socio-economic status (SES) backgrounds who were directly affected by the pandemic during their final year at school (Year 13) and who had all taken in part in outreach programmes that specifically aimed to improve access to such top universities in England. Through in-depth phenomenological interviews, this provides insight into the educational and life journeys of these individuals, including their experiences of the pandemic and their interactions with outreach programmes, helping to understand the influence they perceived these to have on their choices, aspirations and trajectories. Findings highlight barriers and challenges that could influence the demand for higher education, some which were amplified by the pandemic. These included issues related to individuals’ personal/home circumstances, finance, the schools they attended, but also issues associated with fit and belonging that have been shown to deter many low SES students from applying to top universities.

‘Trying to open the doors’: The co-creation of digital resources for disadvantaged primary school pupils

“…The term "widening participation" (WP) has a long history within the UK and Australia in particular, broadly referring to policies and practices designed to address inequalities in the higher education (HE) system (Thiele et al, 2017). Over the past 20 years, higher education institutions (HEIs) in these countries have invested considerable sums on measures to support government aims around WP, many of which have centered strongly on improving access to HE for students from under-represented and disadvantaged groups (Homer & Thiele, 2022;Osborne, 2003;Thomas et al, 2012). Outreach programmes and activities have featured prominently as one of the main measures used by HEIs to pursue such aims, with the ambition being to offset the negative effects of social, cultural, and economic disadvantage (e.g., Thiele et al, 2017).…”

“…The COVID-19 pandemic has posed challenges that could make young people feel even more distant from universities and amplify pre-existing inequalities in students' educational and subsequent career outcomes (Blainey et al, 2020;Cullinane & Montacute, 2020;Roberts & Danechi, 2021;Thiele & Homer, 2022). Against this backdrop, it has become arguably more crucial than ever for HEIs to re-examine and adjust their established WP approaches to ensure these support students and schools effectively (Austin, 2021;Rainford, 2021).…”