ABSTRACT
As suggested at the beginning of the book in Chapter 1, critical sociologists and feminist researchers have highlighted the importance of recognizing how multiple identities and inequalities of ‘race’, ethnicity, social class and gender (among others) affect the ways in which people construct, experience and negotiate different educational opportunities and routes. Issues of identity are central to the differential ways in which middle-class and working-class people (are able to) negotiate educational systems. For example, notions of identity impact upon the educational routes that working-class people may perceive to be accessible, worthwhile and desirable, and identity assumptions on the behalf of middle-class professionals may underpin the forms of advice and guidance made available to particular working-class groups. This chapter discusses how various identity issues are evident within workingclass non-participants’ and participants’ negotiations around higher education. Analysis teases out the often subtle, yet important, ways in which respondents frame their resistance, or desire, to participate in relation to class, gender and ethnic identities. The role of identity issues in relation to retention of working-class students is also drawn out.
