This study is about the influences underlying the inequalities in educational progress experienced by Pakistani-heritage pupils in the small city of 'Newminster'. The literature offers a wealth of explanations for the persistent inequalities in attainment among different minority-ethnic groups, from which the voices of the pupils themselves are almost entirely absent. In this study, young people offer their own, often competing, explanations of distinctive aspects within the GCSE attainment data, including their rapid progress over the previous decade and the small gap in attainment between those eligible for free school meals and their peers. The principal sources of data are extended discussions with groups of Pakistani-heritage young people supplemented by interviews with parents, and a formal survey conducted by the young people among their black and minority ethnic peers. In analysing the variety of data generated by this mixed approach, the study draws up,.on the analytical framework of Bourdieu, in particular, the concept of 'habitus'. The study engages with the methodological dilemmas of a white researcher conducting research with a community to which she is an 'invited outsider', and the broader challenges of attempting 'participatory' research. The findings indicate that the Pakistani-heritage young people in the study have a strong sense of habitus that they contend has a positive influence on their educational progress. At the same time, they are actively engaged in habitus transformation. This process drives their educational aspirations but involves personal cost, dilemmas and encounters with barriers constructed by the wider education system. Their insights support a call for further consultation with marginalized young people over issues relating to their own educational progress.

The importance of attracting and retaining mature students in UK higher education is vital as future demographic movements indicate a decline in the number of school leavers. The opportunities offered by higher education are well documented but it can also be associated with risk; financially, socially and on a personal level with a change of identity. For mature students this risk can be significant and high stake, often impacting on other family members. University can offer a daunting experience for mature students; magnified by a sense of 'imposter syndrome', which is often triggered by a long gap in education or poor previous schooling. This thesis explores the first year experience of eight mature students at a higher education institution in the North of England. These students, all.from working class backgrounds, are first generation entrants to higher education. The students were interviewed at five key points during their first year. Entering university as a mature student often means a career change or the fulfilment of a long held dream and these students were no exception. The (re) negotiation of personal identity forms the main part of the analysis along with the notion of 'becoming' a student. Mature students often enter university with a wealth of practical work and life experience but without the academic underpinning. The process of acquiring academic skills and the use of prior experience in the classroom are discussed in the thesis, which employs communities of practice as a framework for both identity shift and academic literacy acquisition. The students in this research engaged in the learning aspect of student identity but some felt alienated and marginalised by the predominant discourse of student social life. The thesis concludes with the argument that mature students align themselves with the community of practice of 'academia' and therefore form a position of 'novice academic' rather than 'student'

The research investigates the reasons why students aged 18-24 come to the Open University and the factors that influence their decision. It also examines their learning experience and the key factors that lead to successful study. The research population comprised new Open University students with no previous higher education qualification, studying one of four introductory level modules in the Faculties of Arts, Social Sciences, Health and Social Care or Science. Data were compared by module and from students aged 18-20 (Group 1) and 21-24 (Group 2). An online survey was administered to 827 students and yielded 231 responses. In addition, 40 students volunteered to participate in semi-structured email interviews. The discussion of the data was focused on the three theoretical concepts of transitions, networks of intimacy and cultural capital. The findings indicate that students' decisions about higher education study were mainly influenced by family members and friends. They were studying principally to improve their job or career prospects although many were seeking to redress negative educational experiences in the past and to prove to themselves and others that they could study successfully at higher education level. They were attracted to the Open University by its flexibility, cost-effectiveness and open access policy. Respondents' study experience was largely very positive but students in Group 1 in particular missed face -to-face tutor contact and social integration with other students. The majority of respondents in both groups expressed confidence about their progress on the module although women in particular had underlying doubts about their academic ability. Successful students had developed a number of coping strategies for managing the conflicting demands of work, study and family.

This thesis is made up of three papers and aims to explore the higher education routes taken by British Asian women covering analyses of degree subject and institution choices. The first paper explores the subject choices of UK home applicants to undergraduate degree courses with the use of multinomial logistic regression and Universities and Colleges Admissions Services applicant data. The study finds that there are clear differences both across and within ethnic groups in terms of preferred subject choice. Overall, ethnic minority groups other than the Black Caribbean group are more likely to apply to study subjects leading to careers in the professions when compared to the White ethnic group. Differences were found within ethnic groups and these were related to socio-economic background. The second paper uses binary logistic regression analysis and HESA enrolment data for academic years 1998 and 2005 to explore (i) the decision to move out of the parental/guardian home whilst attending university and (ii) the decision to move out of one's home region conditional on the fact a student is not living in the parental home. Findings suggest that Indian, Pakistani and Bangladeshi female students are all more likely to live in the parental/guardian home than White students. Students from all three Asian groups that do move out are less likely to attend a university outside their home region. These patterns are persistent in both 1998 and 2005. The third paper examines with the use of qualitative semi-structured interviews Indian mothers' perceptions of their roles in their daughters' university subject choices. The sample included nine women from varying educational backgrounds with different migration stories. It was important to all the interviewees that their daughters attend university, and this was something they had always envisaged. This aspiration was prevalent across the sample. The women rarely offered specific subjects and careers that they preferred for their daughters. Instead they had an inclination for a wide number of careers that shared specific favourable features such as high pay rewards.

Each new student arriving at the university or college brings an assortment of expectations, different types and levels of academic competency, different levels of psychological well-being, a variety of attitudes, values and divergent life experiences. Each adjusts at his or her own rate and experiences life as a student in unique ways. The focus of this study is on the problems that are encountered by the first year student on arrival at the institution and throughout the course of his or her first year studies. Using both qualitative and quantitative research methods that include work-shopping many issues, a questionnaire and focus group interviews, this triangulation of data-collection techniques has helped to provide a rich and deep exploration of the perceived problem areas. The study examines various factors that are perceived as limiting the potential performance and achievement of the student, specifically academic aspects and those factors and circumstances that affect psychological well-being. The psycho-educational issues found to be perceived as problematic by both students and staff members are a lack of preparation and insufficient academic competencies that are necessary for successful tertiary education. Of critical concern with the resultant necessity of immediate intervention, are the lack of accountability and a fear of failure with concomitant anxiety. Issues other than psycho-educational problem areas are highlighted such as economic and social variables. Although not part of the study, issues such as lack of finance and the impact of HIV/AIDS cannot be ignored as they may have a possible detrimental effect on first year student achievement. As academic competency development and psychological well-being are but two areas of concern within the gestalt of student development, the study is conducted from a theoretical stance that embraces holistic student development. It is in this light of developing the student as a totality that an intervention programme is suggested, affording the new student many opportunities to develop all facets of his being. / Faculty of Education / D. Ed.

Each new student arriving at the university or college brings an assortment of expectations, different types and levels of academic competency, different levels of psychological well-being, a variety of attitudes, values and divergent life experiences. Each adjusts at his or her own rate and experiences life as a student in unique ways. The focus of this study is on the problems that are encountered by the first year student on arrival at the institution and throughout the course of his or her first year studies. Using both qualitative and quantitative research methods that include work-shopping many issues, a questionnaire and focus group interviews, this triangulation of data-collection techniques has helped to provide a rich and deep exploration of the perceived problem areas. The study examines various factors that are perceived as limiting the potential performance and achievement of the student, specifically academic aspects and those factors and circumstances that affect psychological well-being. The psycho-educational issues found to be perceived as problematic by both students and staff members are a lack of preparation and insufficient academic competencies that are necessary for successful tertiary education. Of critical concern with the resultant necessity of immediate intervention, are the lack of accountability and a fear of failure with concomitant anxiety. Issues other than psycho-educational problem areas are highlighted such as economic and social variables. Although not part of the study, issues such as lack of finance and the impact of HIV/AIDS cannot be ignored as they may have a possible detrimental effect on first year student achievement. As academic competency development and psychological well-being are but two areas of concern within the gestalt of student development, the study is conducted from a theoretical stance that embraces holistic student development. It is in this light of developing the student as a totality that an intervention programme is suggested, affording the new student many opportunities to develop all facets of his being. / Faculty of Education / D. Ed.

Text in English / Although the participation of students at institutions of higher learning in South Africa is increasing, student dropout remains a challenge. Student dropout is influenced by a variety of factors, some of which are psychological. The purpose of this study was to investigate the role of adjustment and sense of belonging on students’ intention to dropout of university. The study comprised of three distinctive objectives. The first objective of the study was to examine the relationship between sense of belonging, adjustment and students’ intention to drop out of university. Second, the study sought to test whether sense of belonging and adjustment would predict students’ intention to dropout of university. Finally, the study sought to test whether students’ socioeconomic status would moderate the relationship between sense of belonging and intention to dropout of university. The sample for the study consisted of 955 students enrolled for undergraduate programmes for the 2018 academic year. Pearson correlation, multiple linear regression and moderation analysis were used to test hypotheses stated in the study. The findings revealed a statistically significant relationship between sense of belonging, adjustment and the intention to dropout. The findings also confirmed that sense of belonging and adjustment predict the intention to dropout. However, the study could not prove the hypothesis that socioeconomic status moderates the relationship between sense of belonging and the intention to dropout. Nevertheless, the findings of this study highlighted the importance of psychological factors on undergraduate students’ academic success. Thus, universities should consider initiating programmes that will address students’ psychological challenges throughout their enrolment at university to improve student retention and rates of graduation. / Psychology / M.A.(Psychology with Specialization in Research Consultation)