White Working Class Males in British Higher Education
Moreover , some of the data from the post entry research suggest that this population of underrepresented students may be more aspirational than their peers . Within the survey , students were asked : “ What were your main reasons for choosing to pursue an undergraduate degree ?” Respondents were encouraged to select all that apply out of these eight options :
1 . Because it is necessary in order to achieve my career goals 2 . Because a degree will make me more employable or will expand my career prospects 3 . Because a degree will lead to a higher salary 4 . Because it ’ s the next step in my formal education 5 . Because my peers / friends were going to university 6 . Because my parent ( s ) expected me to go to university 7 . Because I am passionate about the subject I have chosen to study 8 . Other ( please specify )
The responses of the 97 participants who identify as white , male , British , traditional age , and first generation were mostly aligned with the rest of their first year peers who completed the survey . However , while 56 percent of all respondents ( n : 678 ) selected the option “ Because it is necessary in order to achieve my career goals ”, 67 percent of the white , male , British , traditional age , and first generation respondents selected “ Because it is necessary in order to achieve my career goals ”. With an emphasis on higher education as a means to realise career aspirations , the difference between the full survey population responses and the responses from the participants for which this research is the focus suggests that this group may be more aspirational than their peers . White , working class men may be more aspirational than the dominant higher education policy discourses would suggest , which is echoed by other scholars ( Grant , 2016 ; Stahl , 2016 ; Burke , 2011 ; Spohrer , 2011 ; St Clair and Benjamin , 2011 ; Burke , 2006 ) who have critiqued the ‘ low aspiration ’ and ‘ no aspiration ’ rhetoric that positions underrepresented students , including white , working class males as if they are in deficit . In discussing the findings of their research , St Clair and Benjamin ( 2011 , p . 502 ) articulated :
Contrary to the current policy discourse , we found that young people of both genders , from deprived and non-deprived neighbourhoods and from different ethnic groups all have high educational and occupational aspirations .
It is important to note that the post entry findings are from first year undergraduates , so they have already made the decision to apply , enrol , attend , and persist through at least the first term of university . Therefore , the findings are not generalizable for all White , working class men . However , recruitment and outreach strategies focused primarily on raising aspirations may be alienating to those who are aspirational . After all , if this population views higher education as a potential risk , developing aspirations for the future provides students a means by which to justify their choice to pursue a university degree .
6.5 Transitions into higher education
Findings from the focus groups for the post-entry research project indicate that white , working class men are concerned about the issues they may face when they transition into university . Those concerns were part of their decision making process when they were trying to decide whether higher education was the best choice for them and for their future . Students are considering questions related to transitioning into higher education , focused around topics like : belonging ( Will I make friends ? Will I fit in ?); academic challenges ( Am smart enough for university ? What if I am struggling ?); living independently : ( Will I find my way around ? Can I learn to cook and do laundry ?); managing finances ( Will my student loan be enough ? Can I balance a part time job with my studies ?) and so on . Underrepresented students , including white , working class men , may seem to have more questions or to need more support than their middle class , continuing generation peers . However , those peers can seek guidance from their parents about what to expect at university and how to prepare for the first year and / or they can
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