Sam Shields

By Sam Shields

A sense of belonging is a critical aspect of the university experience for undergraduates. However, with greater heterogeneity in the backgrounds of students in mass higher education systems, it is recognised that those with marginalised identities are less likely to develop a sense of academic and social belonging. This chapter offers a historical perspective of how gender and social class have impacted a sense of belonging for students over a one hundred year period. First, this chapter reflects on how participation in higher education in the UK has increased, with 4357 students graduating from an undergraduate degree in 1920 compared to 359,115 graduating in the academic year 2020–21. Second, how the number of women studying in higher education has changed since 1920 is considered, alongside patterns of degree subject choices for women. Third, the social class composition of university students and the extent to which ‘working-class’ students have ‘fitted in’ to the university environment are explored. Fourth, funding and financial challenges experienced historically and currently by less advantaged students are discussed. Finally, this chapter concludes by suggesting that women’s experiences of university have improved significantly, but social class continues to impact on a sense of belonging for many undergraduates.

Part of the book: Higher Education

By Sam Shields

Friends are critical for students’ academic and social integration at university. However, socio-economic disparities in the likelihood of successful friendship formation have been highlighted with a number of barriers to ‘making friends’ for working-class students identified, with attendant concerns about the impact of this on their retention and progression. Yet, the ways in which working-class students may successfully make friends at university through circumventing barriers is under-researched. This chapter offers a contribution to this gap through semi-structured interviews with 14 second and third year working-class students from three UK institutions. The participants reflected upon what had helped and hindered friendship formation. Eleven of the 14 participants had at least one friend and nine of these participants had been open to making friends when they started university. The thematic analysis highlighted: persistence, proximity to the university and shared academic identities supported forming friendships. The participants believed participating in social activities was a key mechanism for making friends but that was largely perceived to be inaccessible. Future studies should explore how degree programme design can aid in making friends for students unable to access wider university experiences.

Part of the book: Academic Performance - Students, Teachers and Institutions on the Stage [Working title]