@inproceedings{01GXTPW371W24T73BH9D1N03KE,
  abstract     = {{The proposed research aims to uncover mechanisms for inclusive higher education (HE), focusing on
two vulnerable groups, specifically ethnic-cultural minority (ECM) and low-socio-economic status (SES)
students. Drawing on findings from 27 qualitative interviews, this article explores how ECM students
and vulnerable SES backgrounds navigate the possible barriers and supports in HE. A theoretical
framework that provides important insights for this research is the intersectionality perspective, which
underlines the importance of "intersections" where characteristics intersect and lead to unique
challenges and experiences (1). In addition, I draw upon a set of relational concepts by Bourdieu (2, 3,
4): capital, field and habitus Although more ECM and low-SES students are enrolling in HE, a problem
with so-called “survival” occurs quickly (5). Consequently, in order to avoid selection biases and
capture the impact of early exclusionary mechanisms, this research focuses on first-time enrollers in
HE. We utilize a bourdieusian approach, since it emphasizes the importance of understanding the ways
in which social structures shape individuals' experiences and behaviors. Preliminary results showed
that the transition from secondary education (SE) to HE is regarded as difficult, as some low-SES ECM
students do not possess the sociocultural capital that adequately prepares them for HE in contrast to
high-SES-ECM peers who felt adequately prepared due to their embodied sociocultural capital. HighSES-ECM students emphasize that the foundations for a successful study career in HE are laid earlier,
particularly attending SE in general education. These students have learned to function in a field
attributed to the native middle-class, thanks to intensive contacts with those peers. This can be linked
with habitus, as an individuals' experiences are shaped by their sociocultural environment. The
research identifies potential approaches gathered from in-depth understandings of the sociocultural
factors and contextual information regarding the experiences and perspectives influencing inclusive
education, from a bourdieusian perspective.}},
  author       = {{De Coninck, Jente and Vantieghem, Wendelien and Stevens, Peter}},
  booktitle    = {{BSA Bourdieu Study Group’s Mid Term International Conference 2023}},
  keywords     = {{cultural capital,Bourdieu,social capital,habitus,educational inequality,higher education,student diversity,diversity,inclusion,steunpunt diversiteit & leren}},
  language     = {{eng}},
  location     = {{Barcelona, Spain}},
  title        = {{A Bourdieusian, intersectional analysis of in- and exclusion mechanisms in higher education : the case of ethno-cultural minorities students and socio-economically vulnerable groups}},
  url          = {{https://www.britsoc.co.uk/groups/study-groups/bourdieu-study-group/events/}},
  year         = {{2023}},
}