This research aims to address the paucity of research exploring the impact of formative experiences shaping the trajectory of young people entering higher education outdoor education programmes. Ten participants (n=10) were recruited from a college outdoor education programme this consisted of 6 male (n=6) age range 18-26 and 4 Females (n=4) age…

The underrepresentation and underperformance of men of color relative to women of color within institutions of higher education have been extensively studied the past 20 years. The purpose of this study is to understand trends in how this research has been conducted rather than understand "best practices" to support this student…

In the context of renewed debates and interest in this area, this paper reframes the theoretical agenda around laddish masculinities in UK higher education, and similar masculinities overseas. These can be contextualised within consumerist neoliberal rationalities, the neoconservative backlash against feminism and other social justice movements,…

This study reviews empirical data from the U.S. Census, American Community Survey (ACS) and academic journals to explore K-12 and higher educational outcomes pertaining to Southeast Asian American (SEAA) males. We argue that the empirical dismissal of SEAA males in social science research reinforces a longstanding agenda of structural neglect and…

The notion of raising the aspirations of socially disadvantaged students is a key policy strategy in for enhancing such students' participation in higher education. However, this strategy runs the risk of being simplistic and ineffective unless it is informed by research on the links between aspirations and such students' changing life experiences…

Highlights the challenges that schools in the future may face related to egalitarianism, specifically in terms of gender, ethnicity, and social class. Considers how young men and women respond to social change and their ideas on the conflicts United Kingdom schools in meeting their needs. Includes references. (CMK)

Argues that the myth of the self-made man commits a fundamental error by downplaying the importance of social definition and equating masculine growth with an escape from the boundaries of origins (race, class, sex) and institutions. Discusses the myth in terms of its history and writing pedagogies employed in some classrooms. (TB)