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ERIC Number: EJ1153511
Record Type: Journal
Publication Date: 2017
Pages: 6
Abstractor: ERIC
ISSN: ISSN-0142-5692
Higher Education: Access, Experiences, and Outcomes
Lehmann, Wolfgang
British Journal of Sociology of Education, v38 n7 p1089-1094 2017
This article reviews three books: (1) "Access to Higher Education: Theoretical Perspectives and Contemporary Challenges" (edited by A. Mountford-Zimdars and N. Harrison); (2) "Student Lives in Crisis: Deepening Inequality in Times of Austerity" (L. Antonucci); and (3) "Higher Education, Social Class and Social Mobility: The Degree Generation" (A. M. Bathmaker, N. Ingram, J. Abrahams, A. Hoare, R. Waller, and H. Bradley). Drawing on a range of theoretical and conceptual perspectives, all three books provide important contributions to the understanding of the important role class plays in the formation of young people's decisions to attend post-secondary education, their experiences in it, and the value they can gain from a degree once they have graduated. In addition to the centrality of class, the books also address the roles of race and gender, as well as national and institutional contexts that shape access to and experiences in higher education (HE). On their own, each of the three books appeals to quite different readerships. Those interested in access issues will find a wealth of empirical, theoretical, and comparative information in "Access to Higher Education"; "Student Lives in Crisis" will appeal to readers concerned about the material circumstances that shape university experiences; whereas "Higher Education, Social Class and Social Mobility" adds a methodologically rich voice to the growing body of literature that takes a Bourdieusian, cultural approach. Read together, however, the diversity of perspectives offers readers rich accounts of the complex relationship between class and HE.
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Publication Type: Journal Articles; Book/Product Reviews; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A