Participating in Programmes to Develop Aspirations

Taking part in school-college programmes over an academic session allows young people’s habitus to begin to adjust to the new field over time and allows them to develop more effective communication and dispositions (a restructured structure) that are aligned with the new field. However, this change is not as simple as above and will not happen over night. This is a long-term process over the course of many years, perhaps generations, and experiences. It is also important to remember that these young people whose habitus is being adjusted are returning to their family home or area where they are exposed to the predispositions that formed their original habitus, an exposure that contributes to the battle of the habitus.

In relation to applying to university, Respondent 7, S6 male, said that experiences gained through widening access programmes are important in S3 or S4, as this is when young people choose their subjects and receive advice and support in relations to applying to university. Furthermore, Respondent 1, S4 male, commented that the benefit of such programmes is in helping young people fit in with the new environment (or field). As mentioned above, this change in field can result in dispositions being transformed. This was supported by Respondent 11, S6 female, who said that these programmes would help young people, from less affluent areas, ‘feel more comfortable’ and help to overcome any potential barriers such as feeling out of place or meeting new people. Rawlinson’s (2017) study found that the effect of an individual’s primary habitus is strong and so strong that it may prevent transformation, however the continued use of widening access programmes

and providing other opportunities and experiences relevant to other aspirational routes, may result in habitus transformation. From the interviews there was huge consensus on the benefit of widening access programmes to young people from less affluent areas in terms of breaking down the barriers discussed earlier. Rowan-Kenyon (2011) found that young people who had taken part in addition programmes in schools with more resources available were able to articulate their careers and what they needed for their careers more clearly and confidently.

Respondent 7, S6 male, elaborated on widening access programmes, suggesting that a prolonged period of exposure, perhaps over three years (in S4 through to S6) is better than a one year programme because it prepares you over the course of a long-term and gives you a better taster of what could potentially be on offer at university. It is argued, using Bourdieu (1977), that these programmes may transmit the necessary linguistic capital and scholarly language that a working class individual needs to survive in Higher Education, that is, developing the dispositions; thoughts, actions, behaviours and values, that will aid in transforming the habitus.

Respondent 10, S5 male, said that mixing with ‘people who are doctors or

accountants, or wealthy professions…you would become comfortable and used to that, so that becomes the norm’. Here there was an acknowledgement of the importance of

networking and growing up in a particular culture, where there may be more opportunities in more affluent areas compared to disadvantaged areas. Indeed, to combat this in the school where this research was carried out a mentoring programme has been established along side a major university on the West of Scotland. A key aim of the inter-generational mentoring programme is to expand the network of people that young people have access to via the school. One former pupil who applied to, and was accepted into, Medicine relied on their mentor, a retired General Practitioner, in order to gain access to relevant work experience. These mentors have the opportunity to act as role models to young people. The importance of role models was mentioned in several interviews to build confidence and, if the role model has a career in a similar area to what they young person aspires, the young person can access knowledge and resources they may need. Furthermore access to mentors and role models will develop young people’s cultural capital, which corroding to Gaddis (2013), will improve their confidence resulting in transforming their habitus.

Tramonte and Willms (2010) stated that if additional cultural capital can be developed in young people from low socio-economic backgrounds from a younger age,

they are more likely to find school less intimidating and be more successful and improve their social mobility. Moreover, according to Dumais (2002), this additional knowledge and capital may be imparted to allow them to modify their dispositions, and hence, habitus by accessing experience and resources that are outwith their reach allowing them to develop their aspirations and navigate the educational institution’s habitus. Dumais (2002) further suggested that out-of-school experiences and opportunities are just as important to add capital and hence transform the habitus of young people from low socio-economic status. The caveat here, as Dumais (2002) highlighted, is that this could involve a significant amount of parental involvement, and parents from this social strata may be reluctant of unable to get involved due to various constraints, such as their own poor experiences of education and activities, financial constraints and lack of knowledge about what activities exist.