Dr Cristina Costa cristina.costa@durham.ac.uk
Associate Professor
Student estrangement in higher education: identity formation and the struggle against stigma
Costa, Cristina; Taylor, Yvette; Goodfellow, Claire; Ecochard, Sidonie
Authors
Yvette Taylor
Claire Goodfellow
Sidonie Ecochard
Abstract
While investigation on family estrangement is growing within academic circles, research regarding the interconnection between experiences of estrangement and higher education (HE) is still limited. Sociological understandings of these issues are even scarcer, with policy interventions and practical guidance forming early interventions in HE. Set within the context of Scotland, this paper explores the experiences of HE students who are estranged from their family, and interrogates the ways students develop a sense of identity in the context of their academic lives. The paper applies Goffman’s work on stigma and identity management in relation to Bourdieu’s concept of capitals to cast a critical eye on the identity formation of estranged students. In doing so, we challenge normative assumptions of what it means to be a university student in contemporary society and urge institutions and policy makers to rethink the complexity of students’ academic lives in more inclusive ways.
Citation
Costa, C., Taylor, Y., Goodfellow, C., & Ecochard, S. (2020). Student estrangement in higher education: identity formation and the struggle against stigma. British Journal of Sociology of Education, 41(5), 685-700. https://doi.org/10.1080/01425692.2020.1770575
| Journal Article Type | Article |
|---|---|
| Acceptance Date | Apr 22, 2020 |
| Online Publication Date | Jun 16, 2020 |
| Publication Date | 2020 |
| Deposit Date | May 4, 2020 |
| Publicly Available Date | Dec 16, 2021 |
| Journal | British Journal of Sociology of Education |
| Print ISSN | 0142-5692 |
| Electronic ISSN | 1465-3346 |
| Publisher | Taylor and Francis Group |
| Peer Reviewed | Peer Reviewed |
| Volume | 41 |
| Issue | 5 |
| Pages | 685-700 |
| DOI | https://doi.org/10.1080/01425692.2020.1770575 |
Files
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Copyright Statement
This is an Accepted Manuscript of an article published by Taylor & Francis in British journal of sociology of education on 16 June 2020, available online: http://www.tandfonline.com/10.1080/01425692.2020.1770575
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