Citations (90)
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Brian Fleming & Judith Harford. (2023) The DEIS programme as a policy aimed at combating educational disadvantage: fit for purpose?. Irish Educational Studies 42:3, pages 381-399.
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Pamela Aronson & Matthew Fleming. (2023) ‘I have to start from where I’m capable:’ how low-income postsecondary students overcome financial and academic obstacles. Journal of Youth Studies 26:4, pages 473-490.
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Amalia Fenwick, Billy Kinsella & Judith Harford. (2022) Promoting academic resilience in DEIS schools. Irish Educational Studies 41:3, pages 513-530.
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Margaret Scanlon, Pat Leahy, Hilary Jenkinson & Fred Powell. (2020) ‘My biggest fear was whether or not I would make friends’: working-class students’ reflections on their transition to university in Ireland. Journal of Further and Higher Education 44:6, pages 753-765.
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Margaret Scanlon, Hilary Jenkinson, Pat Leahy, Fred Powell & Olive Byrne. (2019) ‘How are we going to do it?’ An exploration of the barriers to access to higher education amongst young people from disadvantaged communities. Irish Educational Studies 38:3, pages 343-357.
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Elaine Keane. (2017) Being altruistically motivated: the postgraduate and career motivational orientations of access students at an Irish University. Cambridge Journal of Education 47:4, pages 567-583.
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Xiaoming Sheng. (2017) Cultural capital, family background and education: choosing university subjects in China. British Journal of Sociology of Education 38:5, pages 721-737.
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Fergal Finnegan & Barbara Merrill. (2017) ‘We’re as good as anybody else’: a comparative study of working-class university students’ experiences in England and Ireland. British Journal of Sociology of Education 38:3, pages 307-324.
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Fiona Faulkner, Olivia Fitzmaurice & Ailish Hannigan. (2016) A comparison of the mathematical performance of mature students and traditional students over a 10-year period. Irish Educational Studies 35:4, pages 337-359.
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Gwen Moore. (2014) Mind the gap: privileging epistemic access to knowledge in the transition from Leaving Certificate music to higher education. Irish Educational Studies 33:3, pages 249-268.
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Elaine Keane. (2011) Dependence-deconstruction: widening participation and traditional-entry students transitioning from school to higher education in Ireland. Teaching in Higher Education 16:6, pages 707-718.
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Elaine Keane. (2011) Distancing to self‐protect: the perpetuation of inequality in higher education through socio‐relational dis/engagement. British Journal of Sociology of Education 32:3, pages 449-466.
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Bhaskar Upadhyay. (2010) Middle School Science Teachers’ Perceptions of Social Justice: A Study of Two Female Teachers. Equity & Excellence in Education 43:1, pages 56-71.
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Paul Greenbank & Claire Penketh. (2009) Student autonomy and reflections on researching and writing the undergraduate dissertation. Journal of Further and Higher Education 33:4, pages 463-472.
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Elaine Keane. (2009) ‘Frictional’ relationships … tension in the camp: focusing on the relational in under-represented students’ experiences in higher education. Irish Educational Studies 28:1, pages 85-102.
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Paul Hernandez‐Martinez, Laura Black, Julian Williams, Pauline Davis, Maria Pampaka & Geoff Wake. (2008) Mathematics students’ aspirations for higher education: class, ethnicity, gender and interpretative repertoire styles. Research Papers in Education 23:2, pages 153-165.
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Paul Greenbank. (2007) Higher Education and the Graduate Labour Market: The ‘Class Factor’. Tertiary Education and Management 13:4, pages 365-376.
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Miriam David. (2007) Equity and diversity: towards a sociology of higher education for the twenty‐first century?. British Journal of Sociology of Education 28:5, pages 675-690.
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Kathleen Lynch & Marie Moran. (2006) Markets, schools and the convertibility of economic capital: the complex dynamics of class choice. British Journal of Sociology of Education 27:2, pages 221-235.
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Peggy
Gabo Ntseane & Julia Preece. (2005) Why HIV/AIDS prevention strategies fail in Botswana: considering discourses of sexuality. Development Southern Africa 22:3, pages 347-363.
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Robin Mello
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ALASDAIR FORSYTH & ANDY FURLONG. (2003) Access to Higher Education and Disadvantaged Young People. British Educational Research Journal 29:2, pages 205-225.
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David McGuire, MicheálL. Collins & ThomasN. Garavan. (2003) Tackling social exclusion at third level: A profile of participants on access programmes. Irish Educational Studies 22:1, pages 41-68.
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John E. Farley. (2002) Contesting our Everyday Work Lives: The Retention of Minority and Working-Class Sociology Undergraduates. The Sociological Quarterly 43:1, pages 1-25.
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Julia Preece. (2001) Challenging the discourse of inclusion and exclusion with off limits curricula. Studies in the Education of Adults 33:2, pages 201-216.
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SarahJ. Mann. (2001) Alternative Perspectives on the Student Experience: Alienation and engagement. Studies in Higher Education 26:1, pages 7-19.
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Merryn Hutchings & Louise Archer. (2001) ‘Higher than Einstein’: constructions of going to university among working-class non-participants. Research Papers in Education 16:1, pages 69-91.
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Sally Tomlinson. (2000) Presidential address: Power and privilege in education: The perpetual problem of social class. Irish Educational Studies 19:1, pages 1-15.
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Won Jung Kim. 'At first they felt barely relevant': teacher reflective sensemaking of justice-oriented science teaching. International Journal of Science Education 0:0, pages 1-22.
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