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By H. E. Jaques

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The pattern of recruitment of mature students has been similar to that observed with the participation of lower socioeconomic groups, that the introduction of fees has seen a decline in applications by 15–20% (Milburn, 2012). There is recognition that WP groups and especially adult learners are the most likely to experience financial concerns as a significant barrier (Pollard, 2008). Such groups are often geographically grounded, due to family and financial responsibilities (Pollard, 2008) and therefore less able to relocate in order to access institutions with lower course fees.

Jones, S. (2013). “Ensure that you stand out from the crowd”: A corpus-based analysis of personal statements according to applicants’ school type. Comparative Education Review, 57(3), 397–423. 1086/670666. Knightley, W. M. (2006). Tackling social exclusion through online learning: A preliminary investigation. Journal of Access Policy and Practice, 4(1), 20–38. McClelland, K. (1990). Culmative disadvantage among the highly ambitious. Sociology of Education, 63, 102–121. Milburn, A. (2009). Unleashing aspiration: The final report of the panel on fair access to the professions.

A. MARSHALL by an individual’s expectations of whether someone from their social background is likely to succeed academically or not. This self-selection can be explained by Bourdieu’s concept of habitus which he describes as the “totality of learned habits, bodily skills, styles, tastes and other nondiscursive knowledges that might be said to ‘go without saying’ for a specific group” (1990, pp. 66–67). Bourdieu considered these ideas to be largely unconscious rather than rational and a permanent aspect of an individual (Swartz, 1997).

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