Higher Education students : barriers to engagement; psychological alienation theory, trauma and trust; a systematic review

Jones, Caroline ORCID: https://orcid.org/0000-0001-9899-5058 and Nangah, Zoe (2021) Higher Education students : barriers to engagement; psychological alienation theory, trauma and trust; a systematic review. Perspectives: Policy and Practice in Higher Education, 25 (2). pp. 62-71. ISSN 1360-3108

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Official URL: https://www.tandfonline.com/doi/full/10.1080/13603...

Abstract

This paper is a systematic review of the Widening Participation (WP), Higher Education (HE) student demographic in the UK. It argues that the impact and presence of traumatic emotional experiences in student populations connected to psychosocial and academic trust alienation theory, contributes to WP engagement barriers in HE. Using PRISMA guidelines, 43 publications were screened based on inclusion/exclusion criteria. This paper identifies the influence of WP students’ experiences of trauma and how this impacts on their HE educational engagement. Secondly, it encourages the HE community to consider their commitment to the WP demographic, and thirdly it identifies strategies to support WP student success and improve HE Institutions (HEI’s) commitment to meeting WP agendas. Additionally, it identifies gaps in knowledge regarding the complexities of the WP student demographic considering educational and psychological links that have not previously been examined. It encourages HEI’s commitment to social mobility from both a political and institutional standpoint specifically aligning to the WP student demographic barriers to engagement.

Item Type:	Article
Peer-reviewed:	Yes
Date Deposited:	30 Jul 2020 13:42
Publisher:	Taylor & Francis (Routledge)
Additional Information:	This is an Accepted Manuscript of an article published by Taylor & Francis in Perspectives: Policy and Practice in Higher Education on 22nd July 2020, available at: http://www.tandfonline.com/10.1080/13603108.2020.1792572. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Divisions:	Faculties > Health and Education
Subject terms:	Higher education, widening participation, barriers to engagement, psychosocial self-concept and academic trust alienation theory, trauma, 1303 Specialist Studies in Education, 1605 Policy and Administration
URI:	https://e-space.mmu.ac.uk/id/eprint/626117
DOI:	https://doi.org/10.1080/13603108.2020.1792572
ISSN	1360-3108

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