‘Frictional’ relationships … tension in the camp: focusing on the relational in under-represented students’ experiences in higher education

Abstract

Drawing upon data collected as part of a research project exploring diversity in Irish higher education, this article focuses on the relational realm of under-represented students’ experiences. It commences with a brief overview of the background and context as well as the methodology of the study. The article then presents and explores a number of interrelated findings with regard to the relationships experienced by these undergraduates, both with other students and with their external friends and acquaintances. Friction was evident in the accounts of the respondents and this article argues that an increased focus on the relational is required by institutions, given the central role played by the social experience in the retention of students in higher education. Further, it is argued that education for diversity and inclusion be incorporated as an explicit and integrated component in all higher education curricula in order to foster mutual understanding and respect between student groups, within the broader educational community and ultimately in the wider society.

Keywords:

• widening participation
• higher education
• student relationships
• diversity
• inclusion

Acknowledgements

Sincere thanks to all of my respondents and the various institutional student officers, without whom this research would not have been possible. I would also like to extend my thanks to my colleague, Dr. Kevin Davison, for his insightful comments on an early draft of this article, and to Dr. Iain MacLabhrainn for his support during the research.

Notes

1. The author concurs with Hanafin (2006) (written communication from Ms. Mary Hanafin, T.D., Minister for Education and Science, to delegates at the 4^th Annual International Conference on Teaching and Learning, The Challenge of Diversity: Teaching, Support and Student Learning, 8–9 June, NUI Galway) that the term ‘non-traditional’ is becoming increasingly redundant as increasing numbers of students from previously un- or under-represented groups participate in higher education both nationally and internationally. The term ‘under-represented’ will, thus, be used hereafter instead.

2. Students, typically from lower socio-economic groups, who complete a pre-entry ‘preparatory’-type course, and who do not possess the required academic qualifications in order to progress to higher education though the ‘traditional’ CAO route, or who are linked to and supported by a higher education access programme via their primary or post-primary school.

3. Full-time students who were over the age of 23 on January 1 of the year of the commencement of their undergraduate studies.

4. Both visiting students and those completing full degrees at the university, typically from higher socio-economic groups, whose sole reason for being in Ireland is to study at university. Such students typically pay full or additional tuition fees. It should be noted that although international students were included in this research as a result of their status as a minority group (relative to the student body as a whole), it is recognised that, in comparison with the other under-represented student groups in the study, they, as a group, do not constitute an ‘equity group’ (Skilbeck and Connell 2000) per se.

5. Mature students completing a part-time, evening Bachelor of Arts degree.

6. Students with either a physical disability and/or a specific learning difficulty.

7. Students of mature age (as defined in footnote 5) who completed a pre-entry ‘preparatory’-type course, usually from lower socio-economic groups and who do not possess the required academic qualifications in order to progress to higher education though the ‘traditional’ CAO route.

8. Students (of school-leaver age) who completed a pre-entry ‘preparatory’-type course, usually from lower socio-economic groups and who do not possess the required academic qualifications in order to progress to higher education though the ‘traditional’ CAO route.

9. The researcher was reliant upon students volunteering to participate, and such were the characteristics of those who did so.

10. Two sessions were held with each of these two student groups in order to include all those interested in participating in the context of conflicting schedules.

11. The following abbreviations will, at times, be used to denote a particular student group: SLA (School-leaver access student), MA (Mature access student), Mat. (Mature student), Dis. (Student with a disability), Int. (International student), PT. (Part-time student). Pseudonyms are used throughout when referring to individual respondents.

12. An alternative examination venue for students who are ill and/or who are registered with the Disability Support Service.

13. Further information about this programme can be found at http://www.heacademy.ac.uk/ourwork/learning/disability/inclusion

14. Both ‘traditional’ students and academic staff are being included in the author's current research.