“I wanted to prove everyone wrong"
A qualitative exploration of nontraditional students' journeys into an
elite university
Dr Debbi Stanistreet & Dr Tamara Thiele
Overview
 Background
 Aim & Objectives
 Methods
 Findings
 Conclusion
Background
 Socio-economically disadvantaged students are 6.3
times less likely to enter top-tier universities (HEFCE,
2015; OFFA, 2016).
 Inequalities in participation at universities is complex and
associated with multiple, overlapping types of
disadvantage
 What accounts for variations in these trends?
Aim
To explore how socio-economically disadvantaged
students perceived their experiences in their educational
trajectories from primary school into a Russell Group
University (University of Liverpool)
Objectives:
 Identify commonalities and differences in how students
perceived their own background characteristics
 Explore factors facilitators and/or barriers that were
influential throughout educational trajectories.
Methodological Approach
 Phenomenological study
 focus on ‘lived experiences’
 Semi-structured interview schedule designed
 Narrative Approach
Methods-Procedure
• 76 students contacted via e-mail (all previously screened and had taken
part in WP activities)
• Thirteen students responded and subsequently took part in the study
Data
(semi-structured interviews)
Collection
Analysis
• Thematic analysis was used to analyse students' narratives of their
experiences from primary school to HE.
• Two main themes were identified from the data: Identity and Educational
Engagement
Results
Theme 1-Identity
Viewed from psychological perspective as an
individual and collective construct
 Reflected across three sub-themes:
• Self-appraisal
• Social comparisons
• Expectations
Theme 2 - Educational
Engagement
Educational Engagement is individuals’ involvement in
education and the effort devoted to educationally
purposeful activities (Skinner & Pitzer, 2012).
• Class Participation
• Attendance
• Effort devoted to school work, learning
Identity and Engagement
Sources of disadvantage
Linked to working-class identities
Affected educational engagement
in positive & negative ways.
Self-appraisal and identity
Self appraisal in respect of social class is not necessarily
a visible part of identity. Depends on social
factors/processes, including awareness of differences
(visible & invisible)
" Like we didn’t have the right, the right clothes, the
right phones, the right channels on TV, but I never
blamed anyone about it. Like it's no-ones fault. (Rachael)
" Their family problems seemed so menial. I was like
why is that even a problem? They were generally happier
as well. “(Lauren)
Self-appraisal and working
hard
Working hard and achieving high grades positive markers of identity :
"Whereas they didn't care, I wanted to get a
good grade. Erm (..) then because of that they
called, (..) they nicknamed me, some of my
friends they called me 'Extra'. Because I would
do extra work.“ (Daniel)
Social Comparisons & Working
Hard
Investing in education often had undesirable social
consequences and costs.
“You would have people in my year that would just take the
piss if you did try to do work, and ’cause I wanted to, they
did.” (Lisa)
 Some individuals described actively hiding engagement from
others to maintain peer-groups, avoid bullying and social
exclusion.
 This too had costs low expectations, misjudged
academic potential
Identity-Related Expectations
Negative group stereotypes and low expectations -a
group that would not fit in, or do well.
“They thought I would not do well because of who I
am.“ (David)
"My mum didn't want me to go really. She just thought
I wouldn't fit in there because her, one of her friends'
sons went, and got bullied there cause he was quite
like, -he didn't fit in with the people and all that.” (Kate)
Identity-Related Expectations
Though low expectations and negative group stereotypes were
considered barriers and sources of frustration, these were also
linked to individuals’ motivations for working hard, succeeding
and proving others wrong.
“Wanting to do better than what they thought ’cause
there is a lot of stereotypes about like, people on
benefits and … I wanted to prove that just because
my parents were on them, that I wouldn’t
necessarily be on them myself.” (Melissa)
Proving others wrong
" I remember telling them about the Scholars thing and
saying that I want go to Liverpool Uni, and I remember
them saying: “You, you won't get into University of
Liverpool, you should just apply to John Moores” and I
(pause) I just awww, I just thought- “ No, I'm going to The
University of Liverpool.” Cause like, I think, I think it's not
like that, like when I feel like the motivation for me coming
to uni, and me doing well, more so than having a good
future- it's to prove everyone wrong. That I can do well.
So people said to me, I can't do well. I wanted to prove
them wrong. That I can do well and that's like the reason I
want to do well. More so than for me." (Lisa)
Low Attendance-Disengagement
and Apathy?
“I just think it made me angry (laughs) more like, I was
already frustrated with the school and then it just made
me more like, more like reluctant to go in but more
determined to do well.” (Kate)
" There was, there was a few months where I was
between living in like women's' shelters and being
homeless where there wasn't a school for me to go to and
so then after that age it just didn't become a priority.“
(Lisa)
Hidden Engagement
Viewed as disengaged and apathetic
Low expectations + misjudged academic
potential
Lower predicted grades ?
Differential outcomes?
Utilitarian engagement
Motivations & experiences varied -but all
described attending university, as a means to
improving current circumstances (e.g. wanting to do
better, escaping adversity, moving away)
“University was my getaway plan because I
really didn’t enjoy it at home.” (Lauren)
Impact of social circumstances
Challenging social situations (e.g. domestic
abuse, family instability, financial hardship,
isolation and bullying at school) affect academic
trajectories and educational engagement.
They contribute to school disaffection, periods of
withdrawal and poor attendance.
Implications of findings
Identity & Decision Making
 Identity related barriers, such as low expectations,
negative groups stereotypes, fear of not fitting in
affect decision-making processes 
 Explain trends in participation at different types of HE
Institution?
 Can result in educational disengagement, school
disaffection prevent students from attending HE in the first
place, or following non-linear pathways.
Implications of findings II
 ‘First in the family’ is a source of motivation but
also disadvantage
 Limited and contradictory guidance and
knowledge about university - Two participants
described not knowing about university until year 12!
• Going to university is also a practical issue as
it means not contributing to family expenses
straightaway
Implications of findings III
Long-term negative effects
Barriers and sources of disadvantage do not end
upon entry to university.
Identity-related barriers (e.g. being perceived as a
group less likely to do well, negative stereotypes)
impact on sense of belonging
Conclusion
 Students' narratives depict sources of disadvantage
associated with material hardship, schooling, peer
groups and in many cases, unstable family
circumstances.
 Provide insight into subjectivity of disadvantage
 Factors linked with identity & educational
engagement in +ve and –ve ways!
 Together, impact on students’ outcomes & decisionmaking processes
Ultimately, identity-related barriers, and the various
sources of disadvantage individuals discussed do not
disappear when they enter HE!
Recommendations
 Outreach is important but is most effective at an
early educational stage.
 It is important to recognise differences in
engagement (due to social factors) prevent
misjudged potential
 Provide greater guidance and access to information
about HE. Teachers and parents are key.
 More transitional support is required into HE for
disadvantaged students
Practical Developments at UoL
Based on Findings
We are currently in the early stages of
developing a system of academic and
pastoral support for non-traditional students
during the transition period between school/
FE and HE and also during the first year of
studies at UoL.