I’ve recently been reading some papers in Educational Sociology that make use of biographical narratives in order to understand the experience of “non-traditional” students in Higher Education. “Non-traditional” students are those who, by class, ethnicity and/or gender, are under-represented in university courses. They are usually the first person in their family to enter Higher Education. One of the articles seeks to explain why a disproportionate number of such students drop out: this is a European phenomenon. (1) Continue reading →