This paper discusses a piece of qualitative research that explored the narratives of a group of mature women when they discussed influences on their post-16 educational decisions. This encompasses their initial vocational education and training (VET) and their choice to study higher education (HE) programmes in England. The research draws on Nancy…

While access to higher education (HE) has substantially increased over the past number of years, the evidence suggests that social inequalities continue to be reproduced in terms of course level, field of study and institutional status. This paper examines, through the lens of Social Reproduction Theory, the socio-economic background and HE access…

This dissertation examines the relationship between community colleges and prisons as similar institutions that absorb and manage displaced workers, economic refugees, and dispossessed adult populations. Based on interviews with adult learners in two community college settings, I discuss how these two seemingly distinctive institutions work…

While a class gap remains in obtaining a degree despite an expansion of higher education, a variety of second chances have become available. How class matters in receiving parental assistance for seeking a second chance is of increasing importance to understanding educational inequality in an altered context of higher education, but it is…

This article critically examines the career development of a number of male adult returners to further education and explores the factors that influenced their career decision-making. It also explores the specific reasons why these men returned to education and in so doing connects with the work of Scanlon. The paper argues that men's decision to…

The "Anatomy of Economic Inequality in Wales" (2011) provides quantitative evidence for the pervasive nature of class-based inequalities in education, demonstrating that an individual in social housing is approximately 10 times less likely to be a graduate compared to those in other types of accommodation. This article moves beyond the…

Interviews with 14 working-class women reentering education in Britain revealed common experiences of intimidation and inferiority. Although access programs aim to empower, their location in institutions based on racist, sexist, and classist traditions position such nontraditional students as illegitimate and inferior. (Contains 37 references.)…

The findings of a two-year study of the impact of an elite private college education on five mature returning students enrolled at Smith College (Massachusetts) are presented. Most participants evolved to define success in terms of capacity to render service rather than in terms of social mobility. (SLD)

Analysis of narratives constructed in 61 group and individual interviews with mature, working-class adults returning to education showed that, although access programs targeted disaffected learners, many still felt alienated or marginalized or received minimal support and encouragement. They believed that education had to be perceived as…

Many older working-class women have lived a lifelong education, formally and informally, in conditions that were not conducive to learning. Employers and training providers should ensure that education and training are not oversold and expectations that cannot be met are not raised. (SK)

A framework within which to discuss recurrent education is outlined. Its roles and functions are considered, and the conceptual differences between recurrent and continuing education are highlighted. Political, social, and economic dimensions are surveyed. (Availability: Falmer Press, Falmer House, Barcombe, Nr Lewes, East Sussex BN8 5DL, UK.) (SK)

This book examines the identity and schooling of working class women through the stories of 15 women from a working-class Philadelphia neighborhood and 15 women from southern rural communities who eventually moved to neighborhoods near Duke University in North Carolina. Chapter 1 provides an overview of the book and the study on which it is based.…