Expanding horizons: the role of ethics of care in a widening participation programme for first-generation students.

Saved in:

Bibliographic Details
Title:	Expanding horizons: the role of ethics of care in a widening participation programme for first-generation students.
Authors:	Ambrose, Anna¹ anna.ambrose@sh.se
Source:	Widening Participation & Lifelong Learning. Dec2025, Vol. 27 Issue 3, p88-117. 30p.
Subject Terms:	First-generation college students, Community involvement, *Motivation (Psychology), Care ethics (Philosophy), Cultural competence, Participation, Self-efficacy, Social reproduction
People:	Bourdieu, Pierre, 1930-2002
Abstract:	This article explores a widening participation programme for adolescents, aged 12-16, living in territorially stigmatised communities. The study focuses on a programme component in which university student ambassadors offer homework support. Drawing on Noddings' ethics of care, Biesta's concept of subjectification, and Bourdieu's theory of social reproduction, the study examines how such programmes can foster motivation, self-efficacy, and well-being beyond simply increasing interest in higher education, while identifying challenges in sustaining motivation for continued studies. Based on field observations, interviews and focus groups, the analysis highlights that caring relationships, role models and locally anchored practices can play a central role in creating supportive spaces where students feel seen, safe and encouraged to engage academically. The findings also indicate that for encounters to develop into meaningful connections, both time and sustained engagement are essential. Student ambassadors play a crucial role in fostering trust-based interactions and opportunities for identification, which can strengthen aspirations and empower students. However, the study identifies two critical limitations: voluntary participation primarily engages already motivated students, while structural inequalities significantly constrain the programme's transformative capacity. In conclusion, widening programmes can expand students' horizons and support holistic development but their impact depends on the interplay of relational qualities, local anchoring and broader structural conditions, and the time needed for such relations to grow. The article concludes with recommendations for enhancing future programmes through culturally responsive practices, stronger community partnerships, and strategies to engage less motivated students. [ABSTRACT FROM AUTHOR]
	Copyright of Widening Participation & Lifelong Learning is the property of Open University, Centre for Widening Participation and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	This article explores a widening participation programme for adolescents, aged 12-16, living in territorially stigmatised communities. The study focuses on a programme component in which university student ambassadors offer homework support. Drawing on Noddings' ethics of care, Biesta's concept of subjectification, and Bourdieu's theory of social reproduction, the study examines how such programmes can foster motivation, self-efficacy, and well-being beyond simply increasing interest in higher education, while identifying challenges in sustaining motivation for continued studies. Based on field observations, interviews and focus groups, the analysis highlights that caring relationships, role models and locally anchored practices can play a central role in creating supportive spaces where students feel seen, safe and encouraged to engage academically. The findings also indicate that for encounters to develop into meaningful connections, both time and sustained engagement are essential. Student ambassadors play a crucial role in fostering trust-based interactions and opportunities for identification, which can strengthen aspirations and empower students. However, the study identifies two critical limitations: voluntary participation primarily engages already motivated students, while structural inequalities significantly constrain the programme's transformative capacity. In conclusion, widening programmes can expand students' horizons and support holistic development but their impact depends on the interplay of relational qualities, local anchoring and broader structural conditions, and the time needed for such relations to grow. The article concludes with recommendations for enhancing future programmes through culturally responsive practices, stronger community partnerships, and strategies to engage less motivated students. [ABSTRACT FROM AUTHOR]
ISSN:	14666529
DOI:	10.5456/WPLL.27.3.88