This paper offers insights into the increasing dichotomy that exists between official forms of opportunity and access and the actual "lived experience" of young peoples' trajectories towards careers in the UK's market-orientated Sport-Fitness and Physical Education employment sectors. It does so by drawing on data generated by an…

This paper argues that dual mode provision has a critical role to play in widening participation. The mixed methods study drew on institutional records, an online survey (n = 126) and 17 semi-structured interviews to explore the participation experience of a group of distance graduates (n = 268) from a dual mode university. Derived from the…

This article explores how the doing of social class and gender can intersect with the learning of science, through case studies of two male, working-class university students' constitutions of identities as physics students. In doing so, I challenge the taken-for-granted notion that male physics students have an unproblematic relation to…

There are substantial reports on working-class student non-completion and the challenges of engaging or not with the teaching in higher education. The students in our study were all successful at university but the different universities provided different types of experiences for their respective students. In this paper we focus on the pedagogic…

This case study describes the high school experiences of White working-class boys in a rural community in the northeast United States. It examines the identity formation of these youth, key characteristics of those identities, as well as a prominent and significant group identity among them. These youth are typically kinesthetic learners and…

This book describes the classrooms and homes of working class children struggling not only to learn to read but also to deal with the kind of subjectivity that literacy simultaneously holds out to and refuses them. One theme threaded throughout the book concerns the ways in which students' engagements with literacies are connected with their own…

Explores of the influences of social class on one adolescent's language and literacy practices as she moved from high school in an isolated rural community to college in an urban framework. Notes the student became alienated by college courses that did not acknowledge language competencies related to her status as a working-class person. Concludes…