Habitus and stigma in classed HE transitions: a case study of working-class students undertaking a Foundation Year scheme at an elite university.

我提议的研究探讨社会化的过程，参与者对剑桥大学的初期预科课程经历。预科课程为来自非主流背景的学生提供免费的、为期一年的本科学习准备，这些学生的成绩通常低于入学要求。利用一个新的理论框架，综合了布迪厄关于惯习和戈夫曼关于污名的工作，我的建议考虑了惯习和污名在形成和改革新社会参与者话语建构身份中的相互作用。在经历了长期的社会流动之后，它还研究了如何，在基础年的具体情况下，非传统的学生和他们的同龄人的挑战，支持或改变机构的共识和规范（“机构习惯”）的社会流动性和扩大获得高等教育。我将使用个案研究的方法，采用半结构化的访谈，参与者观察，步行和绘图的方法来考虑这些互动对双方的对话效果。布迪厄的惯习概念是指先天的，无意识的倾向，这是由早期的社会经验塑造的，并在很大程度上告知个人与社会世界互动的方式。这一概念在教育社会学中被广泛用于分析（特别是）工人阶级学生与教育机构的互动。相反，戈夫曼关于污名的工作假设社会规范是在有意识的层面上通过与他人的互动而明确形成的;我们通过观察他人对特征或行为的反应来了解可接受和不可接受的规范。我建议综合这些方法来考虑如何预先存在的惯习概念与新发展的污名互动，以确定污名化的个人和污名化的环境，彼此的反应。参与者因其社会出身和学业成绩的可见性而受到双重污名化。他们被污名化的存在挑战了“民主”或赢得精英主义，这维持了牛津大学的机构惯习，因此，为理解破坏性社会流动如何影响个人和机构习惯提供了丰富的数据。考虑到改善进入选择性机构的监管压力，这项工作尤其重要，并有助于更好地理解影响传统学生的社会化过程，这些学生受益于扩大在精英机构获得干预措施和他们所需的牧师关怀。此外，如果收集到的关于预科和学术要求的机构观点转变的数据支持固定学术能力概念的一些机构可塑性，

My proposed research explores the processes of socialisation which participants on the University of Cambridge's incipient Foundation Year programme undergo. The Foundation Year provides a free, year-long preparation for undergraduate study at Oxford to students from less advantaged backgrounds, often with lower grades than would usually be required for entry.Using a new theoretical framework synthesising the work of Bourdieu on habitus and Goffman on stigma, my proposal considers the interplay of habitus and stigma in forming and reforming the discursivel constructed identities of participants in new social environments after undergoing long-range social mobility. It also examines how, in the specific case of the Foundation Year, non-traditional students and their peers challenge, support or shift the institutional consensus and norms (the 'institutional habitus') on social mobility and widening access to higher education. I will do this using a case-study approach, employing semi-structured interviews, participant observation, and walking and mapping methods to consider the dialogic effect which these interactions have on both parties.Bourdieu's concept of habitus refers to the innate, unconscious dispositions which are shaped by early social experiences and heavily inform the way individuals interact with and view their social world. The concept is used extensively in the sociology of education to analyse the interactions of (particularly) working-class students with educational establishments. Goffman's work on stigma, conversely, assumes that social norms are formed explicitly by interaction with others at a conscious level; we learn acceptable and unacceptable norms by observing how others react to traits or behaviours. I propose synthesising these approaches to consider how pre-existing notions of habitus interact with newly developing stigmas to determine the responses of stigmatised individuals, and stigmatising environments, to each other.The Foundation Year provides an excellent opportunity to do this; participants are doubly stigmatised through the visibility of both their social provenance and their academic record.Their stigmatised presence challenges the hegemonic norm of 'democratic' or earned elitism which sustains the Oxford institutional habitus, and as such provides rich data for understanding the ways in which disruptive social mobility can affect individual and institutional habitus.This work is particularly relevant given the regulatory pressure to improve access to selective institutions and contributes to greater understanding of the socialisation processes which affects traditional students who benefit from widening access interventions at elite institutions and the pastoral care they require. Furthermore, the data gathered on shifts to institutional views on Foundation Years and academic requirements will interest policymakers and senior admissions staff should it support some institutional malleability on conceptions of fixed academic ability