Working the Borderlands: working-class students constructing hybrid identities and asserting their place in higher education

Gill Crozier, Diane Reay, John Clayton

Research output: Contribution to journalArticlepeer-review

8 Citations (Scopus)
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Abstract

Through the case-study experiences of 24 White and Black, Asian and Minority Ethnic (BAME) working-class students from three very different universities, we aim to illuminate the often hidden struggle for recognition and respect for classed, ‘raced’ and gendered ways of being in the university. We discuss how the students perceive their identities in relation to their universities and their peers, and whether they feel the need to adapt and change their classed/’racialised’ identities in order to survive and progress or whether they resist any pressures and expectations to do so. We explore the tension between ‘assimilation and belonging’ and ‘betrayal and exclusion’ for White and BAME working-class students and consider the intersectional implications. We draw on the concept of hybridity to show the fluidity and fusions of transitioning and developing identities. The article also seeks to contribute further to the illumination of habitus as generative, through a process of hybridity.
Original languageEnglish
Pages (from-to)922-937
JournalBritish Journal of Sociology of Education
Volume40
Issue number7
Early online date13 Jun 2019
DOIs
Publication statusPublished - 3 Oct 2019

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