By Stuart C Billingham, Professor of Lifelong Learning, York St John University, Independent Chair, Inspiring Choices, Member Editorial Board, Journal of Widening Participation & Lifelong Learning
This blog is part of our NEON Summer Symposium 2024 series.
Eventually, we got our coffee but only after an interminable wait in what seemed like an endless queue. Then came the task of finding a table for three which was in a reasonably quiet part of the café. By pure good fortune, an elderly couple vacated their table just as we approached it. It was perfect. As we sat down, Megan said.
“Really sorry we couldn’t make your presentation, but we are both very, very interested in what you might have said.”
“Yes,” said Pete, as he took a gulp of his coffee and burnt his mouth in the process. Megan couldn’t help but smile.
“Well, where do I start?” At which, all three of us said “The beginning is usually a good place,” and burst into laughter all at once.
“OK. Here goes. But do stop me and ask questions if you have any.”
“Over the years of working to widen participation in higher education – just as you have done more recently – I have become increasingly concerned that we seem to focus exclusively on diversity and difference and almost never consider the similarities between the students who concern us.” At this point, Pete and Megan leant forward over their coffees.
“Y’know, we focus on differences of gender, ethnicity, class, age, or disability and think about the policies and practices we need in our universities to ensure there is equity of treatment whatever the student background or social identity.” M&P – as I often called them – nodded.
“But, of course, we’re not all as different as our widening participation discourse sometimes can imply. For example, let’s take relatively new entrants into the university.”
“But they will be quite different in terms of their backgrounds and experiences. We see it every day,” said Megan. Pete nodded whilst massaging his mouth which still ached from the coffee he had gulped earlier.
“Yes, I know. But they will also be similar in terms of the fact that at this time they are trying to deal with the transition from their previous educational experience and the one they are having now at university. I think you would both agree that for many new entrants making a successful transition from pre-university to university can be very challenging.” M&P looked at each other in a thoughtful sort of way, paused, and then nodded.
“So, my suggestion is that during this transitional period – whatever the obvious differences between students such as ethnicity, or gender, age, class or disability – students have one thing in common: making a successful transition to a new life at university. And it is this which requires us to ‘treat all students the same’, at least during this early period when drop-out rates are at their highest and especially for those coming from backgrounds which are under-represented across the university sector.”
Megan played with the remains of her coffee with her spoon, while Pete rocked backward and forward on his chair. Both seemed to be in very thoughtful mode. Megan spoke first.
“OK, so what does all this mean in practice?”
“Well, one example we could think about is marking that first assignment. In the context of the transition each student is making, it is vitally important that they perceive marking to be fair and not influenced in any way by the students’ background or tutor’s perception of it . The tutor marks only what is on the paper in front of them. This is ‘treating all students the same’.”
“OK,” said Pete, “So when is it that we ‘treat each student differently’?”
“Well, that’s easy,” said Megan, “We must make sure the feedback which goes with the mark is tailored to the assignment author specifically, based on the tutor’s knowledge of the student.”
“Exactly Megan. And tailored especially to how the student is managing their ‘liminal space’.
“What on earth is that?”, M&P said together, frowning.
“Well, the best I can do in this short chat is quote from the well-known ecumenical analyst Richard Rohr: ‘It is when you are between your old comfort zone and any possible new answer’.”
M&P looked at each other, then at me, and then back again at each other.
“So, this is what students are dealing with in the transition from pre-university to university. Is that right?”
“Absolutely spot-on, Pete.”
“So, it’s a very uncertain time with many uncertain feelings?” said Megan.
“Again, absolutely spot-on, Megan.”
Just then, several friends came bursting into the café. M&P and I hoped they hadn’t seen us…but we were too late.