Dr Cristina Costa cristina.costa@durham.ac.uk
Associate Professor
Estranged students in higher education: navigating social and economic capitals
Costa, C.; Taylor, Y.; Goodfellow, C.; Ecochard, S.
Authors
Y. Taylor
C. Goodfellow
S. Ecochard
Abstract
Family is widely regarded as a cornerstone of student support. When family support exist as an essential form of social capital making, rupture of family ties places students in a disadvantageous position. This paper focuses on estranged students’ accounts of their experiences of higher education, highlighting how capital dynamics shape their academic trajectories. Based on interviews with 21 estranged students, our research uncovers different dimensions of estranged students’ struggles and successes as they move through academia. This paper explores the social imagination that surrounds the university student, or ‘student experience’, as resting upon family support. The authors propose that widening participation policies and practices need to be more attuned to the realities that mark estranged students’ experiences, as they are not only impacted by the scarcity of either economic or social capital, but also by the instability of interrelated capitals that contribute to precarious and volatile experiences.
Citation
Costa, C., Taylor, Y., Goodfellow, C., & Ecochard, S. (2020). Estranged students in higher education: navigating social and economic capitals. Cambridge Journal of Education, 50(1), 107-123. https://doi.org/10.1080/0305764x.2019.1648639
| Journal Article Type | Article |
|---|---|
| Acceptance Date | Jul 16, 2019 |
| Online Publication Date | Sep 2, 2019 |
| Publication Date | 2020 |
| Deposit Date | Sep 6, 2019 |
| Publicly Available Date | Mar 2, 2021 |
| Journal | Cambridge Journal of Education |
| Print ISSN | 0305-764X |
| Electronic ISSN | 1469-3577 |
| Publisher | Taylor and Francis Group |
| Peer Reviewed | Peer Reviewed |
| Volume | 50 |
| Issue | 1 |
| Pages | 107-123 |
| DOI | https://doi.org/10.1080/0305764x.2019.1648639 |
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Copyright Statement
This is an Accepted Manuscript of an article published by Taylor & Francis in [Cambridge journal of education on 2 September 2019 available online: http://www.tandfonline.com/10.1080/0305764X.2019.1648639
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