Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.598600
Title: 'My dad studied here too' : social inequalities and educational (dis)advantage in a Croatian higher education setting
Author: Doolan, K.
Awarding Body: University of Cambridge
Current Institution: University of Cambridge
Date of Award: 2010
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Abstract:
This study explores how higher education choices are shaped for students from different social backgrounds in a Croatian higher education setting and how these students experience their first year of study and progress through it. The research design includes questionnaire data with responses from 642 first year undergraduate students at six case study faculties within the University of Zagreb; interview data collected from 28 students at the same six faculties whose first year educational experience and progress were more closely examined; and statistical data including information for all Croatian students. The study has engaged with Bourdieu’s different types of capital, habitus and field in order to propose a relatively holistic approach to understanding social differences in higher education participation. The study has identified an interrelated web of influence as shaping student choices and experiences: inherited or acquired capitals (cultural, social, economic and emotional), gender, and fields of the past (secondary education field), present (HE field) and future (labour market). The analysis indicates that institutional practices educationally reinforce social (dis)advantage through their (mis)recognition of resources which are unevenly distributed among students, thus positioning those with inherited capitals at an educational advantage. In this study, ‘inheritors; were identified as second generation students, who had attended a secondary grammar school, with the necessary financial resources, supportive parents and appropriate living and studying conditions. In the case of students with low initial capitals, examples of transformative educational practices were related primarily to the fields they interacted with, which acted as sources of capital influencing their practices. However, it was more often the case that fields reinforced existing capitals rather than provided new ones.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.598600  DOI: Not available
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