1 IABA 2010 Biennial Conference Dr Richard Waller & Dr Bob Pitt (presenters) Dr Helen Bovill (non-presenting co-author) Bristol Centre for Research in.

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IABA 2010 IABA 2010 Biennial ConferenceBiennial Conference

Dr Richard Waller & Dr Bob Pitt (presenters) Dr Richard Waller & Dr Bob Pitt (presenters)

Dr Helen Bovill (non-presenting co-author)Dr Helen Bovill (non-presenting co-author)

Bristol Centre for Research in Lifelong Bristol Centre for Research in Lifelong Learning and Education (BRILLE)Learning and Education (BRILLE)

University of the West of England, BristolUniversity of the West of England, Bristol

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‘‘Parents, Partners and Peers: Parents, Partners and Peers: Bearing the hidden costs of Bearing the hidden costs of

lifelong learning’lifelong learning’

(forthcoming in Int J. of Lifelong (forthcoming in Int J. of Lifelong Ed, 2011)Ed, 2011)

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Format of presentationFormat of presentation

1. 1. Introduction (RW)Introduction (RW)2. 2. First Study (RW): First Study (RW): Partners - JoPartners - Jo3.3. Second Study (BP): Second Study (BP):

Peers - AbePeers - Abe4. 4. Third Study (RW & BP):Third Study (RW & BP):

Parents - CathyParents - Cathy5. 5. Conclusions (RW & BP)Conclusions (RW & BP)

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The three studiesThe three studies

Paper uses data from three longitudinal studies Paper uses data from three longitudinal studies of adult learners: of adult learners:

1.1. Adults returning to formal learning via Adults returning to formal learning via Access to HEAccess to HE course at FE college [RW] course at FE college [RW]

2.2. Learners on professional doctorate Learners on professional doctorate programme or trade union ‘return to learn’ programme or trade union ‘return to learn’ course encouraging members to engage course encouraging members to engage with HE/FE opportunities [BP]with HE/FE opportunities [BP]

3.3. Working-class women in secondary Working-class women in secondary education during three periods: post-war; education during three periods: post-war; 1960/70s; and 1988 onwards and their re-1960/70s; and 1988 onwards and their re-engagement with FE/HE [HB]engagement with FE/HE [HB]

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Hidden costs of lifelong learningHidden costs of lifelong learning

We consider participants’ reflections upon We consider participants’ reflections upon their educational biographies - from their educational biographies - from childhood memories of schooling, through childhood memories of schooling, through FE and, for some, to HE experiences FE and, for some, to HE experiences

We explore how engaging with post-We explore how engaging with post-compulsory education impacts upon their compulsory education impacts upon their wider lives; particularly the hidden costs of wider lives; particularly the hidden costs of lifelong learning in risks to existing lifelong learning in risks to existing relationshipsrelationships

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First study: Partners - JoFirst study: Partners - Jo‘No room in my life for a relationship.’‘No room in my life for a relationship.’

Why Jo?Why Jo?Split with partner , father of her young child, soon after Split with partner , father of her young child, soon after

starting course starting course

Jo’s storyJo’s storyNot enough room in her life for relationshipNot enough room in her life for relationship

(Ex-)partner blamed course itself; Jo saw it as catalyst (Ex-)partner blamed course itself; Jo saw it as catalyst hastening break-uphastening break-up

Theorising Jo’s accountTheorising Jo’s accountWakeford’s (1994) - risk to femininitiesWakeford’s (1994) - risk to femininities

Peters (1997) – growing academic confidence transferrable Peters (1997) – growing academic confidence transferrable

Baxter & Britton (2001) – neutrality = supportBaxter & Britton (2001) – neutrality = support

Brine & Waller (2004) - Re-assessment of own lifeBrine & Waller (2004) - Re-assessment of own life

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Second Study: Peers - Abe Second Study: Peers - Abe ‘Wanting to wear an eagle’s feather.’‘Wanting to wear an eagle’s feather.’

Why Abe?Why Abe?Impact of peers both limiting and expanding his ‘horizons for Impact of peers both limiting and expanding his ‘horizons for

action’action’

Abe’s storyAbe’s storyEscaping worlds, changing identitiesEscaping worlds, changing identities

Theorising AbeTheorising Abe1.1. Ball Ball et al et al (2000)- taking on different identities as “some form (2000)- taking on different identities as “some form

of chameleon” of chameleon” 2.2. Scott Scott et alet al. (2004)- ‘intrinsic motivation’ to seek his ‘eagle . (2004)- ‘intrinsic motivation’ to seek his ‘eagle

feather’feather’3.3. Bloomer and Hodkinson (2000)- ‘portfolio of dispositions’Bloomer and Hodkinson (2000)- ‘portfolio of dispositions’

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Third Study: Parents - CathyThird Study: Parents - Cathy‘I did it in spite of you, not because of you!’‘I did it in spite of you, not because of you!’

Why Cathy?Why Cathy?Strongest sense of parental culpabilityStrongest sense of parental culpability

Cathy’s storyCathy’s story

Theorising Cathy’s accountTheorising Cathy’s account

1.1. Bourdieu’s ‘Bourdieu’s ‘habitushabitus’ (1990a; 1990b)’ (1990a; 1990b)2.2. Cultural capital ‘deficit’ (Reay, 1998; Lareau, Cultural capital ‘deficit’ (Reay, 1998; Lareau,

2000; Plummer, 2000)2000; Plummer, 2000)3.3. Differential socialization (Crozier Differential socialization (Crozier et al.2008)et al.2008)4.4. Parent/child - fear/shame/envy (Lucey Parent/child - fear/shame/envy (Lucey et alet al. .

2003)2003)5.5. Familial separation/distance (Christopher, 2009)Familial separation/distance (Christopher, 2009)

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Concluding remarks - BPConcluding remarks - BP Emergent themes across the studies Emergent themes across the studies

Entitlement:Entitlement:Familial and institutional processes leading to Familial and institutional processes leading to

differential perceptions of entitlement:differential perceptions of entitlement:

1.1. Expectation of HE participation (Crozier Expectation of HE participation (Crozier et al. et al. 2008)2008)

2.2. Limiting and limited ‘horizon for action’ (Ball Limiting and limited ‘horizon for action’ (Ball et al. et al. 2000)2000)

3.3. Exposure as ‘fraud’ (Skeggs, 1997 and 2004; Mahoney Exposure as ‘fraud’ (Skeggs, 1997 and 2004; Mahoney and Zmroczek, 1997; Reay, 2001, 2002, 2005)and Zmroczek, 1997; Reay, 2001, 2002, 2005)

4.4. Lack of middle-class confidence (Skeggs, 1997)Lack of middle-class confidence (Skeggs, 1997)

5.5. ‘‘Abortive lift-offs’ (Christopher, 2009)Abortive lift-offs’ (Christopher, 2009)

6.6. Problematic non-linear progression (Brine, 1999, 2004)Problematic non-linear progression (Brine, 1999, 2004)

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Concluding remarks – RWConcluding remarks – RWThemes to emerge across the studiesThemes to emerge across the studies

RiskRisk1.1. Giddens (1991) ‘risk society’; ‘rational, calculating Giddens (1991) ‘risk society’; ‘rational, calculating

actors’actors’

2.2. Tett (2004), Skeggs (1997), Reay Tett (2004), Skeggs (1997), Reay et alet al. (2002) ‘shame . (2002) ‘shame and fear’ of w/c relationships to educationand fear’ of w/c relationships to education

3.3. Mahony & Zymroczek (1997), Archer & Leathwood Mahony & Zymroczek (1997), Archer & Leathwood (2003) Contradiction of escaping from, (2003) Contradiction of escaping from, but but preservingpreserving, w/c identities, w/c identities

4.4. Brine & Waller (2004) Risk to existing relationshipsBrine & Waller (2004) Risk to existing relationships

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References (1)References (1)Archer, L. and Leathwood, C. (2003) ‘Identities, inequalities and higher education’ in

Archer, L., Hutchings, M. and Ross, A. Higher Education and Social Class: Issues of exclusion and inclusion London: Routledge/Falmer

Ball, S., Maguire, M. and Macrae, S. (2000) Choice, Pathways and Transitions Post-16 London: Routledge/Falmer

Baxter, A. and Britton, C. (2001) ‘Risk, Identity and Change: becoming a mature student’ in International Studies in Sociology of Education, 11(1): 87-102

Bloomer, M. and Hodkinson, P. (2000) ‘Learning Careers: continuity and change in young people’s dispositions to learning’ in British Educational Research Journal, 26(5): 583-597

Bourdieu, P. (1990a) In other words: essays towards a reflexive sociology. Cambridge: Polity Press

Bourdieu, P. (1990b) The Logic of Practice. Cambridge: Polity PressBovill, H. (2008) How and Why do Working-Class Women Engage with the

Structures of Higher Education? Unpublished PhD thesis: University of the West of England, Bristol

Brine, J. (1999) underEducating Women: Globalizing Inequality Buckingham: Open University Press

Brine, J. and Waller, R. (2004) Working Class Women on an Access Course: Risk, opportunity and (re)constructing identities, Gender and Education 16, 97-113

Christopher, R. (2009) A Carpenter’s Daughter: A Working-Class Woman in Higher Education. Rotterdam: Sense Publishers

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References (2)References (2)Crozier, G., Reay, D., Clayton, J. and Grinstead, J. (2008) ‘Different strokes for

different folks: diverse students in diverse institutions – experiences of higher education’, in Research Papers in Education. 23 (2): 167-177

Giddens, A. (1991) Modernity and Self-Identity: Self and Society in the Late Modern Age Polity

Lareau, A. (2000) Home Advantage: Social Class and Parental Intervention in Elementary Education. Oxford: Rowman & Littlefield Publishers

Lucey, H., Melody, J. and Walkerdine, V. (2003) 'Uneasy hybrids: psychosocial aspects of becoming educationally successful for working class young women', Special Issue: Diverse Working Class Femininities in Education, Gender and Education, Vol. 3, No. 15, pp285-299

Mahony, P. and Zmroczek, C. (1997) ‘Why Class Matters’ in Mahony. P. and Zmroczek, C. (eds) Class Matters- ‘Working-Class’ Women’s Perspectives on Social Class London: Taylor and Francis

Peters, H. (1997) An Exploration of a Group of Mature Students' Perceptions of and Approaches to Writing at University, Carried Out on a Twelve Week Pre-Entry Course, Journal of Access Studies 12 , 198-211

Plummer, G. (2000) Failing Working-Class Girls. London: Trentham. Reay, D. (1998) Class Work Mothers’ Involvement in their Children’s Primary Schooling. London: UCL Press

Reay, D. (2001) ‘‘Finding or losing yourself?: working-class relationships to education’, in Journal of Education Policy. 16 (4): 333-346

References (3)References (3)Reay, D. (2002) ‘Class, authenticity and the transition to higher education for

mature students’, in Sociological Review 398-418 Reay, D. (2005) ‘Beyond Consciousness? The Psychic Landscape of Social Class’, in

Sociology. 39 (5): 911-928Reay, D., Ball, S. and David, M. (2002) ‘It’s Taking Me a Long Time but I’ll Get There

in the End’: Mature students on access courses and higher education choice, British Educational Research Journal, 28, 5-20

Scott, D., Brown, A., Lunt, I. and Thorne, L. (2004) Professional Doctorates: Integrating Professional and Academic Knowledge Maidenhead: Open University Press

Skeggs, B. (1997a) ‘Classifying Practices: Representation, Capitals and Recognitions’ in Mahony. P. and Zmroczek, C. (eds) Class Matters- ‘Working-Class’ Women’s Perspectives on Social Class London: Taylor and Francis

Skeggs, B. (2004) Class, Self, Culture. London: RoutledgeTett, L. (2004) ‘Mature working-class students in an “elite” university: discourses of

risk, choice and exclusion’ in Studies in the Education of Adults, 36(2): 252-264Wakeford, N. (1994) Becoming a Mature Student: The Social Risks of Identification,

Journal of Access Studies, 9, 241-256

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