Men accessing education: masculinities, class and choice

Hdl Handle:
http://hdl.handle.net/10142/65313
Title:
Men accessing education: masculinities, class and choice
Authors:
Woodin, Tom; Burke, Penny Jane
Abstract:
This paper draws on an Economic and Social Research Council (ESRC) funded research project on men (aged 18-54) participating in pre-university access and foundation programs in four London further and higher education colleges. Men's educational choices and decisions are analysed and discussed within current policy debates about widening participation and lifelong learning. These choices are placed within a framework which focuses on masculinity in terms of classed and racialised identifications. For working class and ethnic minority students choices tend to be constrained by mix of material, institutional and emotional forces. For middle class ethnic minority students these factors are only partially alleviated. (Contains 1 note.)
Citation:
Woodin, T and Burke, PJ (2008) ‘Men Accessing Education: Masculinities, Class and Choice’, in Australian Educational Researcher. Vol 34 (3), pp. 119 – 134.
Publisher:
Australian Association for Research in Education (AARE)
Journal:
Australian Educational Researcher
Issue Date:
2008
URI:
http://www.aare.edu.au/aer/online/0703i.pdf
Type:
Article
Language:
en
Appears in Collections:
Department of Education Collection

Full metadata record

DC FieldValue Language
dc.contributor.authorWoodin, Tom-
dc.contributor.authorBurke, Penny Jane-
dc.date.accessioned2009-04-20T07:20:30Z-
dc.date.available2009-04-20T07:20:30Z-
dc.date.issued2008-
dc.identifier.citationWoodin, T and Burke, PJ (2008) ‘Men Accessing Education: Masculinities, Class and Choice’, in Australian Educational Researcher. Vol 34 (3), pp. 119 – 134.en
dc.identifier.urihttp://www.aare.edu.au/aer/online/0703i.pdf-
dc.description.abstractThis paper draws on an Economic and Social Research Council (ESRC) funded research project on men (aged 18-54) participating in pre-university access and foundation programs in four London further and higher education colleges. Men's educational choices and decisions are analysed and discussed within current policy debates about widening participation and lifelong learning. These choices are placed within a framework which focuses on masculinity in terms of classed and racialised identifications. For working class and ethnic minority students choices tend to be constrained by mix of material, institutional and emotional forces. For middle class ethnic minority students these factors are only partially alleviated. (Contains 1 note.)en
dc.language.isoenen
dc.publisherAustralian Association for Research in Education (AARE)en
dc.titleMen accessing education: masculinities, class and choiceen
dc.typeArticleen
dc.identifier.journalAustralian Educational Researcheren
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