Fighting for Funding, Working-Class Women's Transitions to Sociology Doctoral Education: 'Significant Academic Others', Economic and Social Capital
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| Title: | Fighting for Funding, Working-Class Women's Transitions to Sociology Doctoral Education: 'Significant Academic Others', Economic and Social Capital |
|---|---|
| Language: | English |
| Authors: | Carli Ria Rowell (ORCID |
| Source: | British Journal of Sociology of Education. 2026 47(4):689-710. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Doctoral Students, Working Class, Females, Economic Factors, Social Capital, Sociology, Economically Disadvantaged, Financial Support, Barriers, Research Opportunities, Hidden Curriculum |
| Geographic Terms: | United Kingdom (England), United Kingdom (Scotland), United Kingdom (Wales) |
| DOI: | 10.1080/01425692.2025.2608321 |
| ISSN: | 0142-5692 1465-3346 |
| Abstract: | While scholarship exploring the financial barriers for working-class students of UK higher education (UKHE) has explored undergraduate, and to a lesser extent postgraduate, taught levels, academic understandings of working-class students at the doctoral level are scarce. Addressing this lacuna, this paper draws on interviews with thirteen working-class former doctoral women students to explore working-class transitions to doctoral education, considering the role of economic and social capital in enabling or constraining their journeys. This paper conceptualises the term 'significant academic other' to theorise a specific form of academic social capital that, within the field of UKHE, provides access to hot knowledge (Ball and Vincent 1998) (doctoral funding opportunities) and thus the accrual of cultural capital that enabled the working-class students to access doctoral funding - making doctoral study possible. It calls for future research to explore how 'significant academic others' are drawn upon as a source of capital facilitating working-class students' entry to doctoral study. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508900 |
| Database: | ERIC |
| Abstract: | While scholarship exploring the financial barriers for working-class students of UK higher education (UKHE) has explored undergraduate, and to a lesser extent postgraduate, taught levels, academic understandings of working-class students at the doctoral level are scarce. Addressing this lacuna, this paper draws on interviews with thirteen working-class former doctoral women students to explore working-class transitions to doctoral education, considering the role of economic and social capital in enabling or constraining their journeys. This paper conceptualises the term 'significant academic other' to theorise a specific form of academic social capital that, within the field of UKHE, provides access to hot knowledge (Ball and Vincent 1998) (doctoral funding opportunities) and thus the accrual of cultural capital that enabled the working-class students to access doctoral funding - making doctoral study possible. It calls for future research to explore how 'significant academic others' are drawn upon as a source of capital facilitating working-class students' entry to doctoral study. |
|---|---|
| ISSN: | 0142-5692 1465-3346 |
| DOI: | 10.1080/01425692.2025.2608321 |
