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dc.contributor.authorKeane, Elaine
dc.identifier.citationKeane, Elaine (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):449-466.en_US
dc.descriptionJournal articleen_US
dc.description.abstractThis paper explores the social class-differentiated behaviours of access and traditional-entry students, based on a three-year constructivist grounded theory study with 45 undergraduates at an Irish university. The participant groups behaved significantly differently within the socio-relational realm, engaging in various forms of distancing behaviours motivated by a desire to self-protect and based on perceived relative social positioning. The paper illustrates some ways in which both disadvantage and privilege are performed at the post-entry stage in a widening participation context. It is argued that the 'closure' behaviours of class-based groups constrain the building of social capital by working-class students, thus potentially limiting the ability of widening participation policies in achieving equality goals.en_US
dc.description.sponsorshipNUI Galway Millennium Fund; Dr. Mary L. Thornton Scholarship in Education.en_US
dc.relation.ispartofBritish Journal Of Sociology Of Educationen
dc.subjectSocial classen_US
dc.subjectHigher educationen_US
dc.subjectWidening participationen_US
dc.subjectSocial experienceen_US
dc.titleDistancing to self-protect: The perpetuation of inequality in higher education through socio-relational dis/engagementen_US
dc.local.contactElaine Keane, School Of Education, Room 6, 14 University Road, Nui Galway. 3032 Email:

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