Accessing the academy: developing strategies to engage and retain marginalised young people on successful educational pathways.

Mannay, Dawn ORCID: https://orcid.org/0000-0002-7368-4111 and O'Connell, Claire 2013. Accessing the academy: developing strategies to engage and retain marginalised young people on successful educational pathways. Presented at: Scientific-Practical Conference - Do I know young people?, Vilnius, Lithuania, 26-27 September 2012. Socialinė Teorija, Empirija, Politika ir Praktika - Social Theory, Empirics, Policy and Practice. , vol.7 Vilnius University, pp. 133-140.

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Abstract

For young, non-traditional students, higher education pathways are often characterised by initial aspirations and later disappointments when classed, gendered and relational positionings conflict with students’ identities and contribute to their withdrawal from academia. This paper discusses an innovative ‘group encounter’ that engendered an opportunity for young marginalised students to gain access to a successful learner identity creating inclusive spaces in place of divided communities. The central argument of the paper is that if we intend not only to widen access at points of entry but rather engender a space where academic journeys can be successfully completed and projects of social mobility achieved, there is a need to create inclusive spaces for young people in place of divided communities.

Item Type:	Conference or Workshop Item (Paper)
Date Type:	Publication
Status:	Published
Schools:	Schools > Social Sciences (Includes Criminology and Education)
Subjects:	H Social Sciences > HM Sociology H Social Sciences > HN Social history and conditions. Social problems. Social reform L Education > L Education (General) L Education > LB Theory and practice of education
Uncontrolled Keywords:	affinity space, higher education, inequality, youth, marginalisation.
Publisher:	Vilnius University
Funders:	ESRC
Date of First Compliant Deposit:	25 February 2025
Last Modified:	25 Feb 2025 13:04
URI:	https://orca.cardiff.ac.uk/id/eprint/52979

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