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dc.contributor.authorAllen, Paul
dc.date.accessioned2010-04-26T10:49:42Z
dc.date.available2010-04-26T10:49:42Z
dc.date.issued1993
dc.identifier.urihttp://hdl.handle.net/2436/97347
dc.descriptionA thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the degree of Doctor of Philosophy
dc.description.abstractThe thesis has aimed to evaluate the effect of access policies on recruitment and experience of black students in higher education. As part of a broadening and reconceptualisation of institutional access programmes and of black students responses to them, I have examined black student admission and progression with a specific focus on student experience of particular course provision. The thesis has identified the existence of three models of access: the market oriented access model; the social justice access model; and the social engineering access model. Such models are not mutually exclusive, but overlap at given points. Furthermore, my research has demonstrated that dominant aspects of each model can be found in the structure of particular courses, i.e. HNC into construction, the Dip HE and BEd. These courses have in particular ways tried to promote wider black participation, and it is for this reason why they have been the object of investigation primarily through qualitative and ethnographic methods, exercised through individual interviews and group discussions with black students. The thesis has made a contribution to knowledge by attempting to show the correlation between specific course philosophy and forms of student response, including 'Black Scepticality' which appears in black student culture. It appears that certain kinds of courses help create the conditions for 'Black Scepticality' to thrive. Furthermore my research suggests that the internal contradictions and tensions of the courses produce specific effects in student consciousness and culture. Black students 'live' and to some degree 'unmask' these tensions as personal dilemmas, ambiguities and uncertainties. The thesis is an attempt to locate and reconceptualise institutional access programmes as experienced by black students, within a larger framework of state intervention into the social management of 'race' tensions. From these bases I hope to contribute to a more adequate sociology of black experience in state apparatuses.
dc.formatapplication/pdf
dc.language.isoen
dc.publisherUniversity of Wolverhampton
dc.titleA critical investigation and evaluation of access: the experiences and subsequent employment of black students in higher education
dc.typeThesis or dissertation
dc.type.qualificationnamePhD
dc.type.qualificationlevelDoctoral
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
refterms.dateFOA2020-04-23T15:23:54Z
html.description.abstractThe thesis has aimed to evaluate the effect of access policies on recruitment and experience of black students in higher education. As part of a broadening and reconceptualisation of institutional access programmes and of black students responses to them, I have examined black student admission and progression with a specific focus on student experience of particular course provision. The thesis has identified the existence of three models of access: the market oriented access model; the social justice access model; and the social engineering access model. Such models are not mutually exclusive, but overlap at given points. Furthermore, my research has demonstrated that dominant aspects of each model can be found in the structure of particular courses, i.e. HNC into construction, the Dip HE and BEd. These courses have in particular ways tried to promote wider black participation, and it is for this reason why they have been the object of investigation primarily through qualitative and ethnographic methods, exercised through individual interviews and group discussions with black students. The thesis has made a contribution to knowledge by attempting to show the correlation between specific course philosophy and forms of student response, including 'Black Scepticality' which appears in black student culture. It appears that certain kinds of courses help create the conditions for 'Black Scepticality' to thrive. Furthermore my research suggests that the internal contradictions and tensions of the courses produce specific effects in student consciousness and culture. Black students 'live' and to some degree 'unmask' these tensions as personal dilemmas, ambiguities and uncertainties. The thesis is an attempt to locate and reconceptualise institutional access programmes as experienced by black students, within a larger framework of state intervention into the social management of 'race' tensions. From these bases I hope to contribute to a more adequate sociology of black experience in state apparatuses.


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