Recognising the barriers to postgraduate study for students who identify as working-class

Elizabeth Travis, Carolyn McCrorie, Daniel Okeowo, Siobhan McHugh, Emily Parker

Research output: Contribution to journalArticlepeer-review


Whilst the widening participation programme aims to increase the accessibility of undergraduate study for students with a lower socio-economic status, much less support is available for students wishing to progress to postgraduate study. Postgraduate study risks becoming a discipline exclusive to those from upper-middle class and upper-class backgrounds, with too few role models from lower socioeconomic backgrounds encouraging uptake. To explore class-related inequalities in academia reported by existing data through the lens of access to postgraduate study, we developed, and piloted, the CLASS (championing lower-class academic and social success) programme within our university. The programme aims to harness the lived experience of workingclass individuals to uncover the barriers to postgraduate study and to develop strategies at an institutional level. An initial understanding of the barriers and challenges current students experience have been captured in our pilot programme. Future CLASS initiatives include assessment of these barriers at a national level to harness findings through the development of strategies with universities
Original languageEnglish
Pages (from-to)60-64
Number of pages5
JournalPsychology Teaching Review
Issue number1
Publication statusPublished - 1 May 2023

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