IADR Abstract Archives
Identity Development and Artefact Appropriation in a Widening Participation Initiative
Objectives: Efforts to widen participation of individuals from disadvantaged backgrounds in higher education (HE) have been gaining momentum in recent decades. A rapidly evolving widening participation (WP) initiative is examined through a Figured Worlds lens. The aim of this presentation is to explore identity development and artefact appropriation during on-campus and in-school visits, key components of this WP initiative.
Methods: The initiative centres on support for selected pupils at secondary schools in socioeconomically deprived areas of London, led by dental faculty of a highly selective university. The longitudinal case-study methodology enables in-depth analysis of participants’ perceptions of this initiative.
The data comprises interviews with stakeholders, fieldnotes and other documentary artefacts such as minutes of meetings, training and information resources.
The activities of this WP initiative are examined through a ‘Figured Worlds’ perspective (Holland et al, 1998). Figured Worlds are sociocultural worlds that mediate participants’ behaviour, allow identity development through improvisation, agency and via appropriation of artefacts.
Results: In 2016-2017, on-campus visits were attended by 165 pupils and in-school visits engaged 149 pupils across partner schools. 91% of the 29 staff from schools viewed campus visits as a good or excellent means to providing information, advice and guidance regarding HE choices. The dental students regard the interaction with the school pupils as a useful artefact to be appropriated in their role as clinicians. The school pupils value their visits to university campuses as a useful resource informing their decision to pursue HE, and as significant in affording them potential identities as university students, without losing their links to their families and peers.
Conclusions: A Figured Worlds perspective affords a deeper understanding of on-campus and in-school visits, via creation and recreation of participants’ identities, construction and apprehension of artefacts, and thus driving successful evolution of the WP initiative.
Methods: The initiative centres on support for selected pupils at secondary schools in socioeconomically deprived areas of London, led by dental faculty of a highly selective university. The longitudinal case-study methodology enables in-depth analysis of participants’ perceptions of this initiative.
The data comprises interviews with stakeholders, fieldnotes and other documentary artefacts such as minutes of meetings, training and information resources.
The activities of this WP initiative are examined through a ‘Figured Worlds’ perspective (Holland et al, 1998). Figured Worlds are sociocultural worlds that mediate participants’ behaviour, allow identity development through improvisation, agency and via appropriation of artefacts.
Results: In 2016-2017, on-campus visits were attended by 165 pupils and in-school visits engaged 149 pupils across partner schools. 91% of the 29 staff from schools viewed campus visits as a good or excellent means to providing information, advice and guidance regarding HE choices. The dental students regard the interaction with the school pupils as a useful artefact to be appropriated in their role as clinicians. The school pupils value their visits to university campuses as a useful resource informing their decision to pursue HE, and as significant in affording them potential identities as university students, without losing their links to their families and peers.
Conclusions: A Figured Worlds perspective affords a deeper understanding of on-campus and in-school visits, via creation and recreation of participants’ identities, construction and apprehension of artefacts, and thus driving successful evolution of the WP initiative.