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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 0009-0004-3197-9626)
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
FullText Text:
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  Data: Fighting for Funding, Working-Class Women's Transitions to Sociology Doctoral Education: 'Significant Academic Others', Economic and Social Capital
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  Data: <searchLink fieldCode="AR" term="%22Carli+Ria+Rowell%22">Carli Ria Rowell</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-3197-9626">0009-0004-3197-9626</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Sociology+of+Education%22"><i>British Journal of Sociology of Education</i></searchLink>. 2026 47(4):689-710.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Students%22">Doctoral Students</searchLink><br /><searchLink fieldCode="DE" term="%22Working+Class%22">Working Class</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Economic+Factors%22">Economic Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Capital%22">Social Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Sociology%22">Sociology</searchLink><br /><searchLink fieldCode="DE" term="%22Economically+Disadvantaged%22">Economically Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+Support%22">Financial Support</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Opportunities%22">Research Opportunities</searchLink><br /><searchLink fieldCode="DE" term="%22Hidden+Curriculum%22">Hidden Curriculum</searchLink>
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  Data: 10.1080/01425692.2025.2608321
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  Data: 0142-5692<br />1465-3346
– Name: Abstract
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  Data: 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.
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Doctoral Students
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      – SubjectFull: Working Class
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      – SubjectFull: Females
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      – SubjectFull: Economically Disadvantaged
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      – SubjectFull: Financial Support
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      – SubjectFull: Barriers
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