Equity, social class and widening access : a Scottish case study

Stewart, Kelly

Thesis

Equity, social class and widening access : a Scottish case study

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Creator

Stewart, Kelly

Rights statement

Strathclyde Thesis Copyright

Awarding institution

University of Strathclyde

Date of award

2026

Thesis identifier

T18145

Person Identifier (Local)

202079846

Qualification Level

Doctoral (Postgraduate)

Qualification Name

Doctor of Philosophy (PhD)

Department, School or Faculty

Strathclyde Institute of Education

Abstract

This thesis explores social class and equity around widening access (WA) policy within one Higher Education Institution (HEI) in Scotland. It focuses on the understanding, perceptions and experiences of individuals who work or study within the HEI or within WA related roles out with the HEI. This in-depth sociological study presents the findings of an investigation of the extent to which Widening Participation (WP) policies disrupt inequality. This includes gaining an understanding of HEI mechanisms which impact upon Higher Education (HE): access, acceptance, and students' experiences. The study investigates how the HEI responds to the Scottish Government's WA policy and related targets, such as the ways in which these are understood, implemented and enacted across its faculties, departments and courses by HEI staff in a variety of student-facing, non-studentfacing and senior strategic-related roles. The experiences of students from both WA and nonWA backgrounds are also examined to ascertain the impact of WA policy upon their HE journeys. A wider picture is sought by exploring the perspectives of individuals working out with the HEI within Scottish Government WA, HEI governance or student-voice-related roles. This empirical Critical Theory research utilises methods of semi-structured interviews and document analysis. Findings establish that HEI policies, processes, mechanisms and staff enact implicit and explicit bias around social class and argues that sensitisation around the ways in which social class impacts upon HE access, experiences and outcomes is required by the HEI and to be delivered by the HEI to its staff. The thesis contributes to knowledge in the field by attending to the gap of HEIs themselves and their policies, enactments and practices being rarely researched. It is suggested that the HEI utilises sociologically informed research and practices, engages in self-examination to develop its understanding of social class consciousness and equity to avoid bias.

Advisor / supervisor