‘Because we are the first generation to be here’: Exploring the experiences of Higher Education of British-born Bangladeshi Women by Berenice Scandone. A presentation at the BSA Teaching Group Regional event on Friday, 29 May 2015.

1. ‘‘Because we are the firstBecause we are the first
generation to be heregeneration to be here’:’:
Exploring the experiences ofExploring the experiences of
Higher Education ofHigher Education of
British-born Bangladeshi WomenBritish-born Bangladeshi Women
b.scandone@bath.ac.uk
UNIVERSITY OF
BATH
Berenice Scandone
BSA Teaching Group Regional Conference 29/05/2015

2. ContextContext
 Substantial increase of BAME students’Substantial increase of BAME students’
participation in HE¹participation in HE¹
 Overrepresentation of BAME students inOverrepresentation of BAME students in
‘post-92’ universities and lower attainment‘post-92’ universities and lower attainment
→ reduced employment prospects and→ reduced employment prospects and
social mobility²social mobility²
 While starting from lowest base increase inWhile starting from lowest base increase in
participation of Bangladeshi women isparticipation of Bangladeshi women is
among highest³among highest³
UNIVERSITY OF BATHBerenice ScandoneBerenice Scandone BSA Teaching Group Regional ConferenceBSA Teaching Group Regional Conference
1) Centre on Dynamics of Ethnicity, 2014. Addressing Ethnic Inequalities in Social Mobility. Research findings from the CoED
and Cumberland Lodge Policy Workshop [online]
2) Boliver V., 2013. How fair is access to more prestigious UK universities? British Journal of Sociology [online], 64(2),
pp.344-364; Runnymede Trust, 2010. Ethnicity and Participation in Higher Education [online]
3) HESA, 1994/95-2013/2014. Higher Education Statistics for the UK [online]

3. MethodologyMethodology
• LondonLondon
• 2 rounds of semi-structured interviews2 rounds of semi-structured interviews
• 21 British-born Bangladeshi young women21 British-born Bangladeshi young women
• Range of differently ranked universitiesRange of differently ranked universities
UNIVERSITY OF BATHBerenice ScandoneBerenice Scandone BSA Teaching Group Regional ConferenceBSA Teaching Group Regional Conference

4. • Bourdieu’s habitusBourdieu’s habitus:: ‘a system of lasting, transposable‘a system of lasting, transposable
dispositions which, integrating past experiences, functions at everydispositions which, integrating past experiences, functions at every
moment as a matrix of perceptions, appreciations and actions’moment as a matrix of perceptions, appreciations and actions’¹¹
→→ linking structure and agency; past and presentlinking structure and agency; past and present
→→ accounting for reproduction and transformationaccounting for reproduction and transformation
→→ individual and collective forms²individual and collective forms²
• Bourdieu’s capitalsBourdieu’s capitals:: economic; cultural; socialeconomic; cultural; social
• ‘‘Aspirational’ capitalAspirational’ capital:: ‘the ability to maintain hopes and dreams‘the ability to maintain hopes and dreams
for the future, even in the face of real and perceived barriers’³; ‘anfor the future, even in the face of real and perceived barriers’³; ‘an
important component […] is the desire for upward social mobility’⁴important component […] is the desire for upward social mobility’⁴
1) Bourdieu, P., 1977. Outline of a Theory of Practice. Cambridge: University Press.
2) Archer, L., 2012. Science Aspirations, Capital, and Family Habitus. American Educational Research Journal [online], 49(5),
pp.881-908; Reay, D., David, M., Ball, S., 2001. Making a difference? Institutional habituses and HE choice. Sociological
Resarch Online [online] 5(4), pp.U126-U142
3) Yosso, T.J., 2005. Whose culture has capital? A critical race theory discussion of community cultural wealth. Race,
Ethnicity and Education [online], 8(1), pp.69-91
4) Basit, T.N., 2012. 'My parents have stressed that since I was a kid': Young minority ethnic British citizens and the
phenomenon of aspirational capital. Education, Citizenship and Social Justice [online], 7(2), pp.129-143
Theoretical FrameworkTheoretical Framework
UNIVERSITY OF BATHBerenice ScandoneBerenice Scandone BSA Teaching Group Regional ConferenceBSA Teaching Group Regional Conference

5. FindingsFindings
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•Dynamic attitudesDynamic attitudes towards participation in HEtowards participation in HE
‘‘The first graduate in my family was one of my uncles […] so he kind of put hisThe first graduate in my family was one of my uncles […] so he kind of put his
influence to my brother and then my brother’s influence came to me, and slowly weinfluence to my brother and then my brother’s influence came to me, and slowly we
just started becoming aware of what university was and why it’s valued’just started becoming aware of what university was and why it’s valued’ (Megh)(Megh)
‘‘I always thought I would go to university. It’s one of the norms of our culture, you goI always thought I would go to university. It’s one of the norms of our culture, you go
to university’to university’ (Chandni)(Chandni)
‘‘So she started off in terms of breaking down sort of barriers and going outside ofSo she started off in terms of breaking down sort of barriers and going outside of
London because nobody in our family ever did or ever thought of it. Since she did it ILondon because nobody in our family ever did or ever thought of it. Since she did it I
thought ok, this is my opportunity, let me put this option forward’thought ok, this is my opportunity, let me put this option forward’ (Kanta)(Kanta)
British-born Bangladeshi women’s access to and experience of HE asBritish-born Bangladeshi women’s access to and experience of HE as
characterised bycharacterised by::
Going to university isGoing to university is nownow seen as ‘a norm’seen as ‘a norm’
Space for negotiation of agencySpace for negotiation of agency

6. FindingsFindings
UNIVERSITY OF BATHBerenice ScandoneBerenice Scandone BSA Teaching Group Regional ConferenceBSA Teaching Group Regional Conference
‘‘They have always been pro-education, partly because they never had the chance toThey have always been pro-education, partly because they never had the chance to
do it so my mum constantly tells me ‘you know, value your education because I wasn’tdo it so my mum constantly tells me ‘you know, value your education because I wasn’t
allowed to go to school because I had to look after my mum’allowed to go to school because I had to look after my mum’ (Kanta)(Kanta)
‘‘Like my family are very keen on education because my parents came to this countryLike my family are very keen on education because my parents came to this country
for the sake of mine and my brothers’ education […] Like in Bangladesh our life wouldfor the sake of mine and my brothers’ education […] Like in Bangladesh our life would
be so much easier but they had to struggle here for our education’be so much easier but they had to struggle here for our education’ (Shirina)(Shirina)
‘‘Because my parents faced a lot of racism, they always said to me that you have toBecause my parents faced a lot of racism, they always said to me that you have to
work hard, you have to do well, in order to do well in this country you have to dowork hard, you have to do well, in order to do well in this country you have to do
better than your English counterparts’better than your English counterparts’ (Flora)(Flora)
Intergenerational transmissionIntergenerational transmission through different discoursesthrough different discourses
British-born Bangladeshi women’s access to and experience of HE asBritish-born Bangladeshi women’s access to and experience of HE as
characterised bycharacterised by::
•Strong ‘aspirational’ capitalStrong ‘aspirational’ capital

7. Substantial parental investment in children’s educationSubstantial parental investment in children’s education
FindingsFindings
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‘‘So even when my parents weren’t doing well one thing they decided was they wantedSo even when my parents weren’t doing well one thing they decided was they wanted
to send me to a private school. [They] couldn’t actually really afford the fees but theyto send me to a private school. [They] couldn’t actually really afford the fees but they
were really determined that they wanted to give me a good education’were really determined that they wanted to give me a good education’ (Flora)(Flora)
‘‘My parents would have an input in my work and make sure I do my homework andMy parents would have an input in my work and make sure I do my homework and
they’d provide a table space in my room to do my homework […] They also came tothey’d provide a table space in my room to do my homework […] They also came to
parents evenings. My dad would be of support, like, ‘When is your parents’ evening?parents evenings. My dad would be of support, like, ‘When is your parents’ evening?
I’m going to come.’ Because he’s got health problems and issues, if he couldn’t comeI’m going to come.’ Because he’s got health problems and issues, if he couldn’t come
he’d send my sister or my sister in law and they’d come and feedback to himhe’d send my sister or my sister in law and they’d come and feedback to him’’ (Mita)(Mita)
British-born Bangladeshi women’s access to and experience of HE asBritish-born Bangladeshi women’s access to and experience of HE as
characterised bycharacterised by::
•Strong ‘aspirational’ capitalStrong ‘aspirational’ capital

8. •Limited economic capitalLimited economic capital
FindingsFindings
‘‘I know someone who didn’t apply for uni because it’s quite expensive because the feesI know someone who didn’t apply for uni because it’s quite expensive because the fees
were going up for us, yeah’were going up for us, yeah’ (Flora)(Flora)
‘‘One of it was money sort of issue. I couldn’t afford to move out because as I said IOne of it was money sort of issue. I couldn’t afford to move out because as I said I
don’t have a job and my parents don’t have much saving for me to.. I would feel bad todon’t have a job and my parents don’t have much saving for me to.. I would feel bad to
take all their savings to go far away to maybe a better university’take all their savings to go far away to maybe a better university’ (Chandni)(Chandni)
‘‘It’s like I know people within my course who can afford to kind of.. Like they’ll haveIt’s like I know people within my course who can afford to kind of.. Like they’ll have
tutors, they’ll have people helping, and I just thought that’s where the privilege is andtutors, they’ll have people helping, and I just thought that’s where the privilege is and
where the disadvantage comes on to it’where the disadvantage comes on to it’ (Sadia)(Sadia)
‘‘But I think at the institution that I’m at you notice that with most of the people fromBut I think at the institution that I’m at you notice that with most of the people from
my course who are from a middle-upper class they don’t have that extra burden […]my course who are from a middle-upper class they don’t have that extra burden […]
whereas for those who are from working.. ethnic minority, work is not so much of awhereas for those who are from working.. ethnic minority, work is not so much of a
choice it’s more of a necessity you have’choice it’s more of a necessity you have’ (Sadia)(Sadia)
UNIVERSITY OF BATHBerenice ScandoneBerenice Scandone BSA Teaching Group Regional ConferenceBSA Teaching Group Regional Conference
British-born Bangladeshi women’s access to (esp. ‘choice’ of institutionBritish-born Bangladeshi women’s access to (esp. ‘choice’ of institution
and subject) and experience of HE as shaped byand subject) and experience of HE as shaped by::

9. FindingsFindings
‘‘We were quite fortunate because my dad went to university, they both understoodWe were quite fortunate because my dad went to university, they both understood
how the educational system works and everything, like my mum knew about grammarhow the educational system works and everything, like my mum knew about grammar
schools and most people like in our family didn’t even know what a grammar schoolschools and most people like in our family didn’t even know what a grammar school
was […] Like a lot of peers.. Like their parents didn’t think to send them to tuition, andwas […] Like a lot of peers.. Like their parents didn’t think to send them to tuition, and
when we got in, we were like the only two who got in a grammar school.’when we got in, we were like the only two who got in a grammar school.’ (Zainab)(Zainab)
‘‘My father passed away a year before I finished college. My mum didn’t have any issueMy father passed away a year before I finished college. My mum didn’t have any issue
she was just like ‘As long as you get into uni’. She doesn’t really understand theshe was just like ‘As long as you get into uni’. She doesn’t really understand the
differences in uni, she didn’t understand there is a good uni and a bad uni.’differences in uni, she didn’t understand there is a good uni and a bad uni.’ (Farhan)(Farhan)
‘‘I think I had to tell them about the university because they don’t really know muchI think I had to tell them about the university because they don’t really know much
about universities and I was telling them about the league table and how good theyabout universities and I was telling them about the league table and how good they
are and all that’are and all that’ (Labiba)(Labiba)
UNIVERSITY OF BATH•Berenice ScandoneBerenice Scandone BSA Teaching Group Regional ConferenceBSA Teaching Group Regional Conference
‘‘Information’ capitalInformation’ capital
British-born Bangladeshi women’s access to (esp. ‘choice’ of institutionBritish-born Bangladeshi women’s access to (esp. ‘choice’ of institution
and subject) and experience of HE as shaped byand subject) and experience of HE as shaped by::
•Differential access to various types of capitalDifferential access to various types of capital depending esp. ondepending esp. on
parent’s educational capital:parent’s educational capital:

10. FindingsFindings
‘‘Because we are the first generation to be here, like my parents they didn’t go, none ofBecause we are the first generation to be here, like my parents they didn’t go, none of
my uncles went, just my brothers and sisters and myself.. Ehm there wasn’t really a lotmy uncles went, just my brothers and sisters and myself.. Ehm there wasn’t really a lot
of help apart from teachers and friends.. But it was mostly just me I guess.’of help apart from teachers and friends.. But it was mostly just me I guess.’ (Shay)(Shay)
‘‘When I was younger my dad was more involved […] like he taught me how to do reallyWhen I was younger my dad was more involved […] like he taught me how to do really
advanced maths like you know, like really long multiplication, stuff like that when Iadvanced maths like you know, like really long multiplication, stuff like that when I
was quite young, and things like that, and we would talk about science and stuff likewas quite young, and things like that, and we would talk about science and stuff like
that […] Sometimes I don’t think I take advantage of the fact that my dad is a doctorthat […] Sometimes I don’t think I take advantage of the fact that my dad is a doctor
enough but sometimes I will go to him and ask him about certain things and he’ll tellenough but sometimes I will go to him and ask him about certain things and he’ll tell
me, which is really great’me, which is really great’ (Flora)(Flora)
UNIVERSITY OF BATHBerenice ScandoneBerenice Scandone BSA Teaching Group Regional ConferenceBSA Teaching Group Regional Conference
•Differential access to various types of capitalDifferential access to various types of capital depending esp. ondepending esp. on
parent’s educational capital:parent’s educational capital:
British-born Bangladeshi women’s access to (esp. ‘choice’ of institutionBritish-born Bangladeshi women’s access to (esp. ‘choice’ of institution
and subject) and experience of HE as shaped byand subject) and experience of HE as shaped by::
Academically valued cultural capitalAcademically valued cultural capital

11. FindingsFindings
‘‘So I’ve always wanted to be a lawyer because my dad is a lawyer and as I wasSo I’ve always wanted to be a lawyer because my dad is a lawyer and as I was
growing up I used to help him with his cases’growing up I used to help him with his cases’ (Shirina)(Shirina)
‘‘Because, so quite early on for some reason I wanted to be a doctor. There never wasBecause, so quite early on for some reason I wanted to be a doctor. There never was
any pressure from my parents. I just, I think part of it was becuse I’d seen my dadany pressure from my parents. I just, I think part of it was becuse I’d seen my dad
working and heard stories from him and I was really inspired by that so I wanted to beworking and heard stories from him and I was really inspired by that so I wanted to be
a doctor’a doctor’ (Flora)(Flora)
‘‘So after my degree I’d like to do a PGCE and get into teaching […] My second sisterSo after my degree I’d like to do a PGCE and get into teaching […] My second sister
she went on to do her PGCE so she’s been a teacher for a good ten, fifteen years nowshe went on to do her PGCE so she’s been a teacher for a good ten, fifteen years now
[…] My third sister is on maternity leave now but she’s also a teacher, she did her PGCE[…] My third sister is on maternity leave now but she’s also a teacher, she did her PGCE
after her degree and.. There are a lot of teachers in our family’after her degree and.. There are a lot of teachers in our family’ (Mita)(Mita)
UNIVERSITY OF BATHBerenice ScandoneBerenice Scandone BSA Teaching Group Regional ConferenceBSA Teaching Group Regional Conference
•Tendency towards ‘known routes’Tendency towards ‘known routes’
British-born Bangladeshi women’s access to (esp. ‘choice’ of institutionBritish-born Bangladeshi women’s access to (esp. ‘choice’ of institution
and subject) and experience of HE as shaped byand subject) and experience of HE as shaped by::

12. FindingsFindings
‘‘So I thought if I go to Northern it would be full of sort of stuck up posh people that ISo I thought if I go to Northern it would be full of sort of stuck up posh people that I
wouldn’t be able to get along with.. But over there is much more cultural, it’s like youwouldn’t be able to get along with.. But over there is much more cultural, it’s like you
could get along with people. […] Also in those universities people will be much richercould get along with people. […] Also in those universities people will be much richer
than me and I feel like, I don’t know, I would be left out.. I don’t know, they wouldthan me and I feel like, I don’t know, I would be left out.. I don’t know, they would
have different cultures, likes, hobbies and stuff like that’have different cultures, likes, hobbies and stuff like that’ (Chandni)(Chandni)
‘‘At first, I will be honest, it was quite difficult because West-side is still a very whiteAt first, I will be honest, it was quite difficult because West-side is still a very white
middle-class institution and that is reflected in my course. […] And the internationalmiddle-class institution and that is reflected in my course. […] And the international
students like even though there is a mix but they still come from.. I mean they all wentstudents like even though there is a mix but they still come from.. I mean they all went
to private schools, British or American colleges.. So you will see the kind of calibreto private schools, British or American colleges.. So you will see the kind of calibre
within the course and it’s still very white middle-class and for me I was like.. At first, Iwithin the course and it’s still very white middle-class and for me I was like.. At first, I
don’t know, I found it quite difficult […] I know someone who would be very likedon’t know, I found it quite difficult […] I know someone who would be very like
‘colonialism was ok, it was right’, that is not something I personally agree with.. Those‘colonialism was ok, it was right’, that is not something I personally agree with.. Those
kinds of differences especially in mindset and political views’kinds of differences especially in mindset and political views’ (Sadia)(Sadia)
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•Racialized and classed perceptions and experiencesRacialized and classed perceptions and experiences
of ‘fitting in’of ‘fitting in’
British-born Bangladeshi women’s access to (esp. ‘choice’ of institutionBritish-born Bangladeshi women’s access to (esp. ‘choice’ of institution
and subject) and experience of HE as shaped byand subject) and experience of HE as shaped by::

13. ConclusionsConclusions
UNIVERSITY OF BATHBerenice ScandoneBerenice Scandone BSA Teaching Group Regional ConferenceBSA Teaching Group Regional Conference
• Unequal distribution of economic, cultural and socialUnequal distribution of economic, cultural and social
capital impacts on educational prospects leading tocapital impacts on educational prospects leading to
reproduction of inequalitiesreproduction of inequalities
YETYET
• Dynamism ofDynamism of habitushabitus (classed, gendered and ethnicised(classed, gendered and ethnicised
individual and collective ‘self’)individual and collective ‘self’)
↓↓
• Importance of ‘group trajectory’ and expectations (ownImportance of ‘group trajectory’ and expectations (own
and attributed)and attributed)
• Availability of resources to draw uponAvailability of resources to draw upon
• Key role played by schools and practitioners at all levelsKey role played by schools and practitioners at all levels

14. Thank youThank you
Berenice Scandone
b.scandone@bath.ac.uk
UNIVERSITY OF
BATH
BSA Teaching Group Regional Conference 29/05/2015