Marginalised entrants to higher education? Redressing the balance through ‘Access to Higher Education’ Dr Nalita James, Dr Hugh Busher, Dr Anna Piela, Anna-Marie Palmer Centre for Labour Market Studies & School of Education University of Leicester SCUTREA/CRLL conference June 2013 British Academy and Aim Awards

The Opening Doors Project A study of the learning transitions and experiences of adult learners (19 years plus) on Access to Higher Education (HE) in the East Midlands, England between (Phase 1 and Phase 2). The Project aims to: Capture adult learners’ views of their learning processes and shifts in identity on these courses Understand their learning is affected by social interaction among themselves and with their tutors Investigate their development of transferable skills to prepare them university and, possibly, for work. Generate new insights into what they consider successful teaching and learning on Access courses June 2013 Centre for Labour Market Studies & School of Education, University of Leicester 2

Access to Higher Education Access to HE courses offer a one-year diploma qualification to prepare students for study at university and are aimed at people who would like to study in HE but who left school without the usual qualifications. They are aimed at those ‘excluded, delayed or otherwise deterred by a need to qualify for (university) entry in more conventional ways’ (Parry, 1996: 11). In England, Access to HE courses are viewed as providing a unique route into HE, offering opportunities to those recognised as 'under- represented' in HE, but also to individuals who, from the circumstances of their individual lives, are disadvantaged. Access to HE is also about offering all adult learners the opportunity to enter higher education, as part of the Government’s commitment to widening participation and lifelong learning. June 2013 Centre for Labour Market Studies & School of Education, University of Leicester 3

Phase 1 and 2 study Phase 1: Pilot study with 3 FE Colleges Phase 2: Access to HE students in in seven urban and rural further education (FE) colleges in the East Midlands of England Focused on students who had enrolled for an Access Diploma in Social Science/Humanities Student sample: Across the colleges -60 participants who took part in a series of focus group interviews over an academic year (November, March and May). Each focus group comprised 5-6 participants, Out of the sample size, 12 participants were male and 48 were female. A questionnaire distributed to all the Access courses taught in the participating Colleges (n=365 participants) to provide background data about the Access students’ education, qualifications and work Their ages varied between 19 and 45 with the majority aged between Participants came from a variety of socioeconomic backgrounds. Careers included homemaker, careworkers, hospitality and office work. June 2013 Centre for Labour Market Studies & School of Education, University of Leicester 4

Method/ology Data collected in each College through: Students Focus group interviews with the students Concept maps for students to illustrate their development as learners 365 questionnaire respondents Access to HE students’ learning communities on Facebook Tutors 20 tutors Mix of focus groups and interviews Interview data also being collected from former Access to HE students. June 2013 Centre for Labour Market Studies & School of Education, University of Leicester 5

Literature review: Learning careers and adult learners Using the concept of the learning career as framework for understanding processes of participation in education for non-traditional adults (Bloomer and Hodkinson 2000) Theory of situated learning used to explain changes in individuals’ attitudes as a consequence of their exposure to new influences and situations (Lave and Wenger 1991) Learning embedded within the activity, context and culture – legitimate peripheral participation Interested in the language of dispositions (Bourdieu) attitudes that influence engagement with education to enable social advantage June 2013 Centre for Labour Market Studies & School of Education, University of Leicester 6

Building on the literature Learning careers of non-traditional adult learners Access to HE students under-researched Exploring Access students patterns of participation, learner identities, and ability to persist in reaching their goals Interplay between the social and economic structures that shapes their lives, educational institutions that determine the processes of engagement with learning and the learners themselves June 2013 Centre for Labour Market Studies & School of Education, University of Leicester 7

The Findings FINDINGS presented here draw on student focus groups from Phase One (Dec 2011, March 2012 and May 2012) and Phase Two (Nov 2012) June 2013 Centre for Labour Market Studies & School of Education, University of Leicester 8

Prior experiences of learning: a sense of marghinalisation? Antipathy towards education and learning When I left that school I went to five secondary schools and I struggled in those schools as well and left school with very poor education. (Phase 2, College D) Narrow circumscribed spaces of choice I come from quite a, I would probably say, underclass background. So I had to go out to work to support my mum and my other sisters. So literally had three jobs and sort of progressed within the job market to that (Phase 1, College B) Negative learner identities affected by social/cultural capital I left [school] purely and simply so that I could provide for my family. My mum and dad needed me to go out to work. (Phase 2, College A) What else could I do…I just had to get work, no education, little money (Phase 2, College B) I was tired from school just dead-end job to dead-end job and just no future really. Then recession hit. It got really hard. Thought while you can’t get a job, might as well get into education….(Phase 1, College C) June 2013 Centre for Labour Market Studies & School of Education, University of Leicester 9

Becoming an access student - LPP or fully participant? As a learner AT THE START of the Access course I was really rubbish. I was getting passes all the time. Now I can expect to get like merit or distinction (Phase 1, College A March) I was really enthusiastic because being a mature student I was sort of determined to do well (Phase 1, College B March) As a learner AFTER 3 MONTHS on the Access course The course is going okay so far. I’m finding it a bit difficult in places but obviously there’s help out there for me (Phase 1, College A Dec) I really enjoy coming to college and I love learning but [because] it’s aimed for mature students there’s no financial help (Phase 1, College B Dec) When I first started … I wasn’t really sure if I’d be able to do the course and if I’d be able to keep up with everything and working as well. But I feel more at ease because I can do the course. I’ve got the [university] offers (Phase 2 College B Feb) As a learner AFTER 6 MONTHS on Access course I feel like I’ve just got better and more intelligent actually. (Phase 1, College A March) now we’re this side of the Christmas holiday, I’ve felt much better about it and I enjoy it now. (Phase 1, College B March) June 2013 Centre for Labour Market Studies & School of Education, University of Leicester 10

Becoming an access student - LPP or fully participant? Their LLP not always constructed in a positive manner there’s no opportunities for us to speak to other people [at this college] really. (…) I mean within the College, you know, like the other people that are doing different courses or they’re A-level students. I wouldn’t just walk up to someone in the corridor and say, ‘Hi. What are you doing?’ Do you know what I mean? (Phase 2, College E) Marked contrast between the supportive environment of Access and the wider college June 2013 Centre for Labour Market Studies & School of Education, University of Leicester 11

Access as a learning community? Supportive and distinctive academic environment You respect your teacher and she gives us the same respect back. She treats you as an individual on the same level as her almost. There’s none of that I’m your teacher. [Here they think] we’re able to succeed. We want you to succeed in your goal as much as you want to succeed (Coll C Dec) Mature and independent learners … they come straight from school and they don’t really know what they want, whereas we, we’re older. We’ve decided to change our lives on this course and make something of ourselves. (Phase 2, College A) Gaining new skills It’s a confidence boost for myself as well to be doing something that I know is going to result in my getting a qualification and going on to university. So it makes me feel proud. (Phase 2, College E) June 2013 Centre for Labour Market Studies & School of Education, University of Leicester 12

Access as a learning community Personal and academic confidence It’s a big deal to come out of your comfort zone isn’t it? (Phase 1 College B) I’ve got a better understanding of society … changed me as a person. (Phase 2, College B) …here you do your work. You go home. You still do your work and that’s what you’ll have to do in university. (Phase 2, Coll F Feb) June 2013 Centre for Labour Market Studies & School of Education, University of Leicester 13

Implications of the findings Access students’ engaged in different modes of belonging in the learning community as they progressed through their studies: 1. Being a newcomer and returning to education creating a sense of ambivalence 2. As a peripheral participant, they sought mutual support from fellow students and tutors as consequence of the power relations in the social/institutional contexts 3. As a full participant they engaged with new learner identities June 2013 Centre for Labour Market Studies & School of Education, University of Leicester 14

Conclusions For Access students, returning to education is a process of reconstruction and ongoing development Understanding how they position themselves through interactions with others/educational systems gives important insights into their motivations The meanings that Access students construct in the learning environment influence participation – but to get to this need to look at historical meanings and present contexts Participating in Access to HE for adult learners was filled with risk but at the same time offered greater mobility Using the concept of the learning career must acknowledge the importance of the practices that shape their lives and how their understandings/reactions to these practices underpin their identity shifts, and enable participation. June 2013 Centre for Labour Market Studies & School of Education, University of Leicester 15

Opening Doors Project Contact Details Project Project Twitter: Project Website: go.le.ac.uk/openingdoorsgo.le.ac.uk/openingdoors Project Team Dr Nalita James: Dr Hugh Busher: Dr Anna Piela: Anna-Marie Palmer: June 2013 Centre for Labour Market Studies & School of Education, University of Leicester 16