http://orcid.org/0000-0002-2117-8479
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Abstract
While investigation on family estrangement is growing within academic circles, research regarding the interconnection between experiences of estrangement and higher education (HE) is still limited. Sociological understandings of these issues are even scarcer, with policy interventions and practical guidance forming early interventions in HE. Set within the context of Scotland, this paper explores the experiences of HE students who are estranged from their family, and interrogates the ways students develop a sense of identity in the context of their academic lives. The paper applies Goffman’s work on stigma and identity management in relation to Bourdieu’s concept of capitals to cast a critical eye on the identity formation of estranged students. In doing so, we challenge normative assumptions of what it means to be a university student in contemporary society and urge institutions and policy makers to rethink the complexity of students’ academic lives in more inclusive ways.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1 In April 2015, the Children and Young People (Scotland) Act came into effect, establishing ‘corporate parenting’ responsibilities for Scottish institutions, including HEIs. See https://www.saas.gov.uk/_forms/corporate_parenting_plan.pdf
2 For the purpose of this research we have the research sites have been distinguished by the type of institution. This is important in the context of the UK who features different types of institutions. For example, Russel Group institutions are the leading institutions in the UK whereas Technological Universities are research-intensive institutions outside of the UK HE elite group. Thus both type of institutions are likely to attract different ‘types’ of students.