Perspectives, aspirations and perceived support students with low economic and cultural capital in the university in Spain and Dominican Republic

José González-Monteagudo; Teresa Padilla-Carmona; María A. Tenorio-Rodríguez

doi:10.3384/rela.2000-7426.4844

Authors

José González-Monteagudo University of Seville, Spain https://orcid.org/0000-0002-3094-8092
Teresa Padilla-Carmona University of Seville, Spain https://orcid.org/0000-0003-3137-6345
María A. Tenorio-Rodríguez University of Seville, Spain https://orcid.org/0000-0002-0094-0700

DOI:

https://doi.org/10.3384/rela.2000-7426.4844

Keywords:

social mobility, non-traditional students, university, Dominican Republic, Spain

Abstract

This paper investigates the characteristics and both material and emotional costs of upward social mobility through university education in Spain and the Dominican Republic. A comparative qualitative study has been carried out, based on biographical-narrative interviews, with a sample of 6 Dominican students and 9 Spanish students coming from an economically disadvantaged background. The results show the social mobility experiences and expectations of the participants and their families, with different nuances in the two contexts. The need to combine study with work is one of the main costs of university. The primary coping strategy in both countries is material and symbolic family support, but additional coping mechanisms to persist in studies are also evident. The conclusions highlight both the perspectives developed by the participants and the critical role of structural dimensions (social background, national context, recent history, economy, social values, culture, religious beliefs) in understanding their experiences in the university context.

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Author Biographies

José González-Monteagudo, University of Seville, Spain

José González-Monteagudo is a Senior Lecturer in Education Theories in the University of Seville, Spain. His research interests span educational theory and policy at all levels, lifelong learning and adult education, intercultural education and mediation, migrations, social inclusion and biographic research methods.

Teresa Padilla-Carmona, University of Seville, Spain

Teresa Padilla Carmona is a Full Professor at the Department of Research and Assessment Methods in Education (University of Seville, Spain). Her teaching and research areas include qualitative research and assessment methods, widening participation in higher education, and social and educational inclusion.

María A. Tenorio-Rodríguez, University of Seville, Spain

María A. Tenorio-Rodríguez has a PhD grant at the Department of Research and Assessment Methods in Education in the University of Seville. She is currently preparing her PhD on the reality of non-traditional students and graduates in the labour market and their stay at the university.

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