ABSTRACT

This paper explores the differential ways that working-class sixth-form students in England utilise cultural and social capital when applying to university. This process is examined in terms of the university and course choices made and associated social advantage and prestige. It employs an interpretive paradigm using qualitative methods and a conceptual framework derived from Bourdieu. Focus groups and semi-structured interviews were employed and a grounded approach to data analysis was utilised. Findings suggest that access to cultural and social capital is limited to familial influence and educational environment had a limited impact on student decisions. When making choices the most notable themes linked to general locality. Locational preference linked to degree of geographical cultural knowledge and led to the development of the notion of locational capital. This corresponded to intentions to avoid certain locations such as “the rural” or “the provincial” and helps to understand choice. These geographical constructions, linked to perceptions concerning Higher Education Institutions, often triggered concerns regarding “fitting-in” and “social class” and for many resulted in limitations on choice. This imposed a limitation on applying to prestigious HEIs.

摘要

本文探讨了英国工薪阶层六年级学生在申请大学时利用文化和社会资本的不同方式。这个过程是根据大学和课程选择以及相关的社会优势和声望来检查的。它采用了使用定性方法和源自布迪厄的概念框架的解释范式。采用了焦点小组和半结构化访谈，并采用了扎根的数据分析方法。研究结果表明，获得文化和社会资本仅限于家庭影响，教育环境对学生决策的影响有限。在做出选择时，最值得注意的主题与一般地区有关。位置偏好与地理文化知识的程度有关，并导致了地段资本。这与避开某些地点（如“农村”或“省级”）的意图相对应，有助于理解选择。这些与对高等教育机构的看法相关的地理结构经常引发对“适应”和“社会阶层”的担忧，并且对许多人来说导致了选择的限制。这对申请著名的高等教育机构施加了限制。