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Tudor, Ruth
(2024).
DOI: https://doi.org/10.21954/ou.ro.00098853
Abstract
In Scotland, prior to the COVID 19 pandemic, 4.2% of young people in care progressed to higher education (The Scottish Government 2018/19). Recent data shows that 8.1% of young people in care made this progression compared with 41.2% of young people not in care (The Scottish Government, 2021/22). This thesis contributes an in-depth understanding of care leavers’ experiences in higher education identifying what support is needed to continue to enhance their success during undergraduate study.
A qualitative study was undertaken using a social constructionist approach. A pilot study carried out in three institutions indicated that in-depth, individual, semistructured interviews exploring the experiences of care experienced students in higher education in Scotland would be an effective method for collecting rich data. In the main study, nine care experienced students across four universities took part in interviews exploring the topics of identity, belonging, resilience and support. Minor changes to the mode of data collection were necessitated by the COVID 19 pandemic. Thematic analysis of the data highlighted the importance of social identity, resilience and determination to succeed but also challenged the notion that a sense of belonging was required to be successful. All participants were accessing financial support while some also accessed academic or pastoral support. The research highlighted differing approaches across institutions but also mixed uptake from students indicating a need for a flexible approach to this support. Those who chose to socialise with their care experienced peers benefited from a shared understanding of being a care experienced student.
The findings have implications for how practice may be enhanced to further improve the experience and success of care experienced students. Recommendations include strengthening policy and improving practice, including offering support from care experienced peer mentors on entry to university.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
