Peter John

Graeme Atherton

Making Equal aims to act as a catalyst for new research and policy, ex-ministers, academics, university leaders and heads of charities outlining ideas which can have a tangible impact on inequality and poverty in the UK.

New Visions for Opportunity and Growth

Making Equal

Neil Harrison

"Drawing on examples from nine countries across five continents, this book offers anyone interested in the future of higher education the opportunity to understand how communities become marginalised and how this impacts on their access to learning and their ability to thrive as students. Focusing on groups that suffer directly through discriminatory practices or indirectly through distinct forms of sociocultural disadvantage, this book brings to light communities about which little has been written and where research efforts are in their relative infancy. Each chapter documents the experiences of a group and provides insights that have a wider reach and gives voice to those that are often unheard. The book concludes with a new conceptualisation of the social forces that lead to marginalisation in higher education. This cutting-edge book is a must read for higher education researchers, policy makers, and students interested in access to education, sociology of education, development studies, and cultural studies"--

Disadvantage, Mobility and Indigeneity

Marginalised Communities in Higher Education

Michael Naughton

Steve Kendall

Martin Webster

Access to higher education (HE) by social background in England is profoundly unequal. These inequalities, however, are not confined to socio-economic background, nor just to entry into HE. The retention rates, degree outcomes, and post-HE employability all differ significantly by socio-economic background, gender, ethnicity and disability. This collection brings together leading contemporary thought and research on how to address inequalities in participation in HE across the student lifecycle. It highlights a broad range of widening access practice, including chapters on financial support, mature students, pedagogy, part-time study and evaluation techniques. In concluding, it argues that there is a need for widening access professionals, with an in-depth understanding of the learners with whom they work, operating at each stage of the students journey. This means that there is a crucial role for regional and national networks to enable these professionals to share practice and facilitate greater collaboration across the education sector to improve equality in higher education.

Graeme Atherton

Books

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