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Title: Mathematics students’ aspirations for higher education: class, ethnicity, gender and interpretative repertoire styles
Authors: Hernandez-Martinez, Paul
Black, Laura
Williams, Julian
Davis, Pauline
Pampaka, Maria
Wake, Geoff
Keywords: Higher education aspirations
Interpretative repertoire styles
Issue Date: 2008
Publisher: © Taylor and Francis
Citation: HERNANDEZ-MARTINEZ, P. et al., 2008. Mathematics students’ aspirations for higher education: class, ethnicity, gender and interpretative repertoire styles. Research Papers in Education, 23 (2), pp. 153-165.
Abstract: This paper reports how students talk about their aspirations in regard to higher education (HE) and their mathematics, what ‘repertoires’ they use to mediate this discourse, and how students’ predominant ‘repertoire style’ relates to their cultural background. Our analyses draw on an interview sample (n=40) of students selected because they are ‘on the cusp’ of participation or non‐participation in mathematically demanding programmes in further and higher education. The interviews explored the students’ aspirations for their future in general and HE in particular, influences on these choices, and the place of mathematics in these. Thematic analysis revealed four interpretative repertoires commonly in use, which we call ‘becoming successful’, ‘personal satisfaction’, ‘vocational’, and ‘idealist’ repertoires. Most of the sample was found to use a single, predominant repertoire, which we call their repertoire ‘style’: what is more, this style is found to be strongly related to background factors independently obtained. The implications for policy and practice are discussed.
Description: This is an electronic version of an article published in the journal Research Papers in Education [© Taylor and Francis] and is available online at: http://www.tandfonline.com
Sponsor: This research has been funded by the ESRC Teaching and Learning Programme under the theme of Widening Participation in HE, grant number RES-139-25-0241.
Version: Accepted for publication
DOI: 10.1080/02671520802048687
URI: https://dspace.lboro.ac.uk/2134/8721
Publisher Link: http://dx.doi.org/10.1080/02671520802048687
ISSN: 0267-1522
Appears in Collections:Published Articles (Mathematics Education Centre)

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