How do estranged students experience higher education? A longitudinal comparative case study of two UK universities

In UK higher edcuation (HE) policy, there is an increasing emphasis on widening participation (WP) measures, and a shift in focus away from access to the whole 'student's lifestyle' approach. Universities are expected to accommodate for 'non-traditional' student groups, and there is a growing field of research into the experiences of these students. However, one group of students rarely discusses are 'estranged students', those who have 'no communicative relationship' with their parents. As recent research has indicated, these students may struggle in HE, lacking financial, social and cultural capital. In recent years, UK charity Stand Alone has worked to increase awareness of family estrangement nationally, and improve university support for estranged students. To explore their experiences in HE, this project proposes a longitudinal comparative case study to follow 12 second-year-estranged students for one year at two universities. This study will examine differences in how the participants perceive themselves as students, their experiences, and the support offered to them by their university, through a series of semi-structured interviews and diary entries. Narrative analysis using a Bourdieusian framework, will be employed. Through collaboration with Stand Alone, this work is expected to inform the charity's practice, but also the practice of Universities, the National Union of Students, and the UK Government. Ultimately, this research aims to support estranged students to have a positive experience in HE.