White Working Class Males in British Higher Education friends in halls with that said the same , that it wasn ’ t totally clear what the whole procedure was , to make sure that everything was done before we got here .
While some of this student ’ s peers might have learned what is expected in the first few weeks from their parents , some of the most basic and yet most vital information students need about transitioning into university may not be shared or easily available for students because it is assumed they would or should already know . There is an opportunity to make explicitly clear information and resources about navigating university life that , for some , may be taken for granted as common or implicit knowledge .
Within the existing literature , Lehmann ( 2014 , p . 13 ) suggested that universities could provide stronger support for working class students as they transition into higher education through ‘ mentoring programs or counselling and support services ’. Those mentoring programs could include academics who came from working class backgrounds .
The experiences of working-class academics suggest that these faculty members could actually serve as an important resource for current working-class students , both through their pedagogy , but also as active role models or mentors ( Lehmann , 2014 , p . 13 ).
While those opportunities to support students are important and should be developed , for working class students , the transition begins before they enrol . The transition into higher education begins when they start to consider going to university as an option . Providing guidance and support for working class students as they prepare to transition into higher education can begin when outreach activities begin . The earlier a student understands what to expect when they enter higher education and what kinds of support systems are in place at the university to enable and empower them to make that transition , then perhaps the more likely that student might be to become confident and certain that they belong in higher education and that a university degree should be part of their future .
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