Download Published Version (PDF / 590kB).pdf

78608.pdf
Preview of Download Published Version (PDF / 590kB)
🔗 Source: oro.open.ac.uk
📊 Size: 576 KB
👤 Author: Jon Rainford
⬇️ Downloads: 108

Summary

Access to higher education is a global concern, with institutions often making little impact on who attends certain types of universities despite pre-entry interventions. A study in England found that institutional doxa, or taken-for-granted ideals, shape policy and practice, particularly in relation to notions of 'potential' and who is seen as a potential student. These doxic positions are based on measures such as prior attainment, graduate outcomes, and extracurricular interests, which are often shaped by socioeconomic background. The study suggests that these assumptions can lead to the reproduction of existing inequalities of access, with selective universities dominated by middle-class entrants. The concept of institutional doxa highlights how these norms can permeate within and beyond institutions, shaping action even when individual actors are not aware of them. The article argues that understanding and challenging these doxic positions is crucial to effecting meaningful progress on issues of access to higher education.

Description

Access to higher education is a global concern, with institutions often making little impact on who attends certain types of universities despite pre-entry...

Technical Information

  • File Format: PDF
  • File Size: 576 KB
  • Pages: 16
  • Language: EN
  • Author: Jon Rainford
  • Total Downloads: 108
  • Last Updated: 18 hours ago

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