Through the case-study experiences of 24 White and Black, Asian and Minority Ethnic (BAME) working-class students from three very different universities, we aim to illuminate the often hidden struggle for recognition and respect for classed, 'raced' and gendered ways of being in the university. We discuss how the students perceive their identities…

In spite of the relative success of the Widening Participation policy and strategies to increase the numbers of students from Black and Minority and White working-class backgrounds going to university, universities in Britain continue to be White and middle-class-dominated institutions. We found, in our two-year qualitative Higher Education…

This article draws on a two-year study funded by the Economic and Social Research Council (ESRC) of South Asian parents and their children's views on the school experience (Parents, Children and the School Experience: Asian Families' Perspectives--Grant Reference: R000239671). The article focuses on an aspect of the young people's school…

Argues that parent involvement policies in British schools are flawed in their failure to recognize the ethnic diversity of parents and the institutional racism within the educational system. Suggests that deracialized parent involvement may in the long run contribute to widening the gap between the involved and the uninvolved, the achievers and…

This paper focuses on the educational experiences of a group of African Caribbean and mixed "race" young people from the perspectives of their parents. The discussion is set within a national context where children of African Caribbean origin are one of the lowest achieving minority ethnic groups in the UK and are disproportionately one…