White Working Class Males in British Higher Education learners could see real positive benefits from HE , however alongside worry over costs , there appears to be a whole range of thoughts and feelings about university that might dissuade some learners from taking this route . These perceptions appear to fuel the belief that HE is a risk .
HE – a stressful option It was striking how many focus group participants characterised university as potentially a highly stressful experience . Some of this related to the impact of debt and living on a tight budget , but largely this was about their own ability to cope with the pressures that came with being a HE student , both academically and socially . Even in a group setting a good number of participants discussed the potentially negative impact on their health and well-being if they went on to university . Many respondents felt that the ‘ requirement ’ to move away from home and to live independently could lead them to feel isolated and unsupported and thus reduce their ability to cope with the pressures .
HE – an inaccessible option The research suggests that university is viewed by some as relatively inaccessible to them . Much of this relates to not having the right entry requirements however many , particularly those studying in FE , characterised university as ‘ not for people like us ’. Some felt that their class was a particular barrier to getting in and fitting in .
HE – an irrelevant option Some learners saw university as completely irrelevant to them as it was not the path they needed for their intended career . It is not clear whether their career choice was well informed or whether they had the potential to aim higher but there was a sense that these learners had closed the door on university at what was a relatively young age and couldn ’ t see why it would need to be opened .
Variable access to advice and support : There is evidence that learners have access to variable levels of advice and support and this may relate to where they are studying as much as their individual interests and needs , and although schools and colleges have a duty to provide advice and guidance on a range of options it is likely that institutions will be targeting support in a number of different ways which may mean some learners miss out . This impact of differential levels of support was felt during the qualitative research , with some learners and parents able to describe how their school or college was supporting them and others unable to recall any HE focused interventions .
6 . Post-entry findings
Findings from the data collected for the post-entry research project are presented thematically within five subsections titled : Higher education : a risk worth taking ?; Deciding to apply to university ; Exploring aspirations ; Career-certainty spectrum ; and transitions into higher education . The data from the 678 first year survey respondents provides a rich opportunity to compare and contrast the experiences of the 97 survey respondents who specifically identify as white , male , British , first-generation , and traditional age ( 17-19 ). However , the primary focus of the findings is on the responses of the 97 survey respondents and 20 focus group participants that provide insight into the white , working class , male experience in higher education in the United Kingdom . Understanding their path to higher education and their aspirations provides insight into how to shape outreach and recruitment strategies to encourage students like them to pursue a university degree .
6.1 Higher education : a risk worth taking ? 43
Findings from the focus group discussions revealed that white , British , traditional age males who are first generation students consider the choice to pursue higher education a risk that may not be worth taking , which echoes findings from other research focused on working class students ( Jones , 2016 ; Archer , Pratt , and Phillips , 2001 ; Reay , 2001 ; Archer and Hutchings ,