Women and higher education: perspectives of middle-class, mother-daughter dyads

Cooper, L. (2013) Women and higher education: perspectives of middle-class, mother-daughter dyads. Gender and Education. ISSN 0954-0253

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This qualitative research explores women’s experiences of accessing higher education (HE) in England, through the mother–daughter relationship. Women’s pathways to university and their funding histories are presented from both past and recent generations, to contextualise an understanding of funding HE in light of the 2012 tuition fee increase. Interview data indicate that the middle-class mothers in this study continue to engage and mediate their social, cultural and economic capital to enhance their daughters’ education beyond secondary school and into the tertiary sector. Subsequently, social and educational mobility has been reproduced or transformed positively in all of the dyads. A Bourdieusian approach is used to explore the class-inflected patterns and themes between habitus, capital and field in the process of accessing HE. The advantage of mothers’ continuing support through the mobilisation of capitals, along with their suggestions of anxiety surrounding tuition fees exacerbate the possibility of the marginalisation of access to HE for those from more disadvantaged or less supported social backgrounds.

Item Type: Journal Article
Additional Information: Citation: Cooper, L., 2013. Women and higher education: perspectives of middle-class, mother–daughter dyads. Gender and Education, 25(5), pp.624-639..
Faculty: Faculty of Health, Social Care & Education (for research post September 2011)
Depositing User: Repository Admin
Date Deposited: 07 Jan 2016 15:19
Last Modified: 07 Jul 2016 12:54
URI: http://arro.anglia.ac.uk/id/eprint/593044

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