Capital, capabilities and culture: a human development approach to student and school transformationThis book applies the capability approach as an evaluative lens through which to explore the range of capabilities that emerged over a three-year period, through the Trinity Access 21 - College for Every Student (TA21-CFES) higher education access project in four schools. Qualitative analysis is presented from a longitudinal study of four schools over a three-year period, drawing on data from four student focus groups involving 21 student participants and 14 individual student interviews. An additional sixteen school personnel contributed in interviews. There are three main findings: first, specific student capabilities emerge because of their engagement in the TA21-CFES core practices of Leadership, Mentoring and Pathways to College. These are: autonomy, practical reason/college knowledge, identity, social relations and networks and hope. Second, students encounter a range of inhibiting social conversion factors in developing capabilities and persisting with higher education aspirations. These are: the negative pull of peer relations; pressure related to the Junior Certificate; limited subject choice and conflicting family expectations. Third, it is the combination of their own emerging capability set along with a network of trusted relationships with others that enables them to overcome potentially corrosive disadvantage and translate their experiences into fertile functionings. It is proposed that these findings have national and international relevance for widening participation interventions. The research makes a methodological contribution as it is the first use of qualitative longitudinal research (QLR) in Ireland within a 'lived' project aimed at working-class students over a three-year period. It contributes empirically as it provides new knowledge about the impact of interventions aimed at developing students' capability set and how these might help them to develop navigational capital and post-secondary educational aspirations. It also makes a conceptual contribution to how we frame the design and evaluation of impact of widening participation initiatives, as it takes a capability approach to considering how students develop higher education aspirations over time, towards what they consider 'a life of value'. It is useful to researchers, practitioners and policy makers who are interested in taking an evidence-based approach to developing higher education access programmes. |
Contents
Chapter | 7 |
The capability approach and access to higher education | 39 |
Chapter 3 | 76 |
Research design and methodology | 89 |
Chapter 4 | 111 |
Chapter 5 | 143 |
Chapter 6 | 169 |
The capabilities of social relations and hope and navigational capital for higher education progression | 189 |
Chapter 8 | 223 |
Bibliography | 253 |
Appendices | 275 |
Index | 305 |
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Common terms and phrases
access programmes adapted preferences argues capability approach capability list capability of autonomy Certificateificate CFES challenges Cliona college knowledge consider context conversion factors core practice critical pedagogy cultural capital develop the capability Dublin Eagle Park school economic emerging engagement evidence experience explore focus groups focused functionings future go to college goals Higher Education Authority higher education progression human capital human development identified identity impact important individual inequalities inhibiting institutional culture Ireland Irish leadership project Leadership through service Lucky Lane school mentors Morning Star school neo-liberal Nussbaum OECD opportunities Pathways to college peers post-secondary education practical reason progress to higher provides qualitative Robeyns role sense of autonomy social and cultural social class social networks social relations structural TA21-CFES project teachers theories Trinity Access Trinity College Dublin Unterhalter widening participation Wilson-Strydom 2012 working-class students Yeah