Beyond 'support': Exploring the use of participatory action research to propose strategies to reduce inequalities in the outcomes and experiences of S

This proposed research has an overall objective to explore how Participatory Action Research (PAR) could contribute to understanding and meeting the needs of Students on Low Income (SLIs) in Higher Education (HE). There are three aims to achieve the overall objective: (1) to explore the shared social representations of SLIs and how they compare to wider social representations, (2) to explore the possibilities and challenges of using PAR to centre SLIs as informants of widening participation and inclusion policy, and (3) to explore SLIs' proposed strategies to enable the best possible experiences and outcomes for themselves in HE.

Background:

In 2022, there was the highest recorded HE participation of students who were eligible for free school meals (students from low-income households) (UK Government, 2022). However, Lewis et al. (2021) found from previous data that SLIs are twice as likely to withdraw before the beginning of their second year; as graduates they are less likely to be in employment or continue their study and if they do, they earn 10% less than other graduates.

The current SLIs and wider cohort are facing evident barriers to achievement, such as the cost-of-living crisis. There is an expectation for SLIs to support themselves on approximately £9,500 per year, (SFE and UK Government, 2023) despite being significantly below the poverty line (Francis-Devine, 2023), and relying on supplementing living costs through parental support or part/full time jobs (UK Government, 2022).

However, most SLIs do not receive financial support from family (Hordósy and Clark, 2018) and those who work find it can significantly impact their degree performance, further increasing the likelihood of withdrawing from study (Hordósy et al., 2018; Hovdhaugen, 2013). The current approach of providing 'support' to SLIs is clearly not enough.

There is a need for a more in-depth examination of the systemic barriers. This research is well-timed to address the inequalities facing SLIs within an increasingly challenging social and political environment.

Some previous research on SLIs tends to situate their outcomes and experiences in the deficit model (Luczaj, 2022). Research utilises semi-structured interviews because they provide an accessible, cost-effective method of data collection (Jain, 2021). Hordósy and Clark (2018) and Hovdhaugen's (2013) investigations have highlighted the systemic disadvantages SLIs face, such as the 'double deficit' of balancing study and jobs and the conflict between the institutional middle/upper class culture and working-class identities (Bathmaker et al., 2013; Finnegan and Merrill, 2015).

These findings are valuable, illustrating how widespread inequalities in HE is; however, this approach sometimes can produce a generalised consensus of their experiences without nuance (Pierides, 2004). Furthermore, attempts to centre underrepresented student voices is often implemented poorly, leading to tokenism and power imbalances (Patrick, 2022).

This research aims to explore a different approach to understanding SLIs and the intersectional barriers they face, where their lived experience and agency is centred. Research Questions:

1) What shared social representations do SLIs have of themselves and perceive others to have? How do they compare to wider social representations?

2) What are the possibilities and challenges of using PAR to elicit proposed strategies from SLIs that aim to reduce inequalities in their experiences and outcomes in HE? 3) According to SLIs, how can they have the best possible outcomes and experiences in HE? Method:

In order to contribute to previous investigations, the students will be central to the proposed research. I will recruit ten undergraduate SLIs from Manchester Metropolitan University (MMU) and the University of Manchester (UOM) and utilise PAR. Participants will be identified as SLIs if they receive the student support package (MMU) or the Manchester bursary (UOM).