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British-Bangladeshi Women in Higher Education: Aspirations, Inequities and Identities [Hardback]

(National Centre for Social Research, UK)
  • Formāts: Hardback, 140 pages, height x width: 234x156 mm, weight: 331 g, 1 Tables, black and white; 6 Halftones, black and white; 6 Illustrations, black and white
  • Sērija : Routledge Research in Gender and Society
  • Izdošanas datums: 30-Dec-2022
  • Izdevniecība: Routledge
  • ISBN-10: 1032147547
  • ISBN-13: 9781032147543
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  • Cena: 171,76 €
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British-Bangladeshi Women in Higher Education: Aspirations, Inequities and IdentitiesPalielināt
  • Formāts: Hardback, 140 pages, height x width: 234x156 mm, weight: 331 g, 1 Tables, black and white; 6 Halftones, black and white; 6 Illustrations, black and white
  • Sērija : Routledge Research in Gender and Society
  • Izdošanas datums: 30-Dec-2022
  • Izdevniecība: Routledge
  • ISBN-10: 1032147547
  • ISBN-13: 9781032147543
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781032147543.html
Keywords:
Drawing on primary qualitative research, this book explores the experiences and identities of a group of British-born women of Bangladeshi background attending university in London through a Bourdieusian theoretical framework.

It demonstrates the inequities that these women experience in UK higher education and employment as well as how they challenge them. This book presents stories that illuminate the diversity of views and experiences marked by dynamics of class, race, ethnicity, religion and gender. These stories reveal family projects of social mobility and discourses of aspiration, the multiple resources and constraints that influence decisions, experiences and pathways, and the mutual construction of different dimensions of identification and tensions between them.

Through participants narratives, the book tackles wider questions around fair access to education and employment, social mobility and the (re)production and transformation of social inequities. The book will be of interest to scholars and students in the fields of Youth, Education, Race/Ethnicity and Migration Sociology, as well as community and education practitioners and anyone with an interest in multi-ethnic societies and young peoples histories.

Recenzijas

"This book is a must-read for anyone interested in British Bangladeshi women in higher education. Based on an in-depth study of 21 young women attending a wide range of higher education institutions in Britain, the book is filled with important insights. The careful research demonstrates the diversity and complexity of British Bangladeshi womens perspectives and life experiences."

Prof. Natasha Warikoo, Professor of Sociology at Tufts University, USA

"This book provides a unique insight into the inequities in higher education and employment experienced by women of Bangladeshi origin. Scandone draws on a rich data set to artfully present a compelling argument about the intersectional nature of social mobility and disadvantage in the UK."

Prof. Nicola Ingram, Director of the Education and Social Research Institute at Manchester Metropolitan University, UK

"This is an important book adding a unique voice to literature on inequalities in higher education/employment. Scandone provides a robust critique of individualising narratives accounting for these inequalities. Supported by rich qualitative data, Scandone outlines an intersectional account of the origins of these inequalities and the mechanisms of their reproduction."

Dr. Ciaran Burke, Associate Professor in Higher Education, University of West England

Acknowledgements xii
1 Introduction
1(19)
Scope and aims of the book
1(1)
Bangladeshi migration to the UK
2(4)
Inequities in employment and education
6(3)
Research methods
9(4)
Chapters outline
13(2)
References
15(5)
2 Bourdieu, social change and intersectionality
20(21)
Introduction
20(1)
Bourdieu's theory of practice as sociological method
20(7)
Field
21(1)
Capitals
22(2)
Habitus
24(2)
A relational understanding of practice
26(1)
Understanding social change
27(5)
Accounting for intersecting inequities
32(5)
Conclusions
37(1)
References
38(3)
3 Career aspirations, expectations and pathways
41(19)
Introduction
41(1)
Aspirations, social identities and access to capital
42(9)
`Known routes'
44(4)
Aspirations and self-identification
48(3)
Actualising aspirations
51(2)
Social mobility and the negotiation of gendered expectations
53(3)
Conclusions
56(1)
References
57(3)
4 `It's one of the norms of our culture': Diasporic discourses of valuing education
60(21)
Introduction
60(1)
Going to university as a norm and valuing education
61(5)
Discourses and practices sustaining participation in HE
66(9)
The dynamism of practices and norms
75(2)
Conclusions
77(1)
References
78(3)
5 University decision-making and experiences
81(24)
Introduction
81(1)
University decision-making
82(8)
Considerations informing decisions
82(5)
The impact of symbolic violence on decisions and self-perceptions
87(3)
Experiences of university
90(11)
Perceptions of fitting in
90(5)
Academic experience
95(2)
Social experience
97(4)
Conclusions
101(1)
References
102(3)
6 Social class and ethnic identification
105(22)
Introduction
105(1)
Class conceptions and positionings
106(5)
Formations of class and ethnic identification
111(12)
The role of family practices and middle-class capital in shaping ethnic identity
111(3)
Hierarchies of value and processes of `self-distancing'
114(4)
Participation in HE and the `re-claiming' of minority ethnic identities
118(5)
Conclusions
123(1)
References
124(3)
7 Conclusions
127(8)
Introduction
127(1)
Research overview
127(4)
Aims and rationale
127(1)
Strengths and limitations
128(1)
Working with Bourdieu to understand intersecting inequities and identities
129(2)
Summary of findings
131(2)
Implications for policy, practice and further research
133(2)
References 135(2)
Index 137
Berenice Scandone is Research Director at the National Centre for Social Research in London. She is passionate about understanding and redressing social inequities, especially as they materialise in and through education. Her research interests include intersecting inequities of class, ethnicity and gender, the intergenerational integration of immigrants, education policy and the sociology of education.