ABSTRACT
In this chapter, the author focuses on the experiences of young British-born women of Bangladeshi heritage to explore some of the multiple ways in which social class intersects with ethnicity in shaping how students 'get on' in higher education. Women of Bangladeshi ethnicity, in particular, have long been considered as 'problematic' due to their especially low levels of participation in education and the labour market. The chapter provides a broad overview of the research context and methodology, which draws heavily on Bourdieu's conceptual 'toolbox' and on notions of intersectionality. Perceptions of 'fitting in' at particular institutional settings emerged as a major aspect affecting participants' higher education experiences. Participants' narratives also highlight the variety of preferences which can be expressed in terms of the university's ethnic composition, with some being more drawn to a setting characterised by a large number of ethnic minorities and 'familiarity', and others looking for 'something different' from what they are used to.
