“Uplifting All Voices Within Education”: What Fosters Widening Participation Students’ Sense of Inclusion in Higher Education?

Abstract

In spite of a recruitment drive in Scotland, little is known about where and whether Widening Participation students see their inclusion in the university setting, or what helps education students from a WP background to feel included. The current project explored education students’ perceptions of inclusion at a Scottish university. A total of N=66 students responded to a survey or took part in a focus group to determine their individual definitions of inclusion and then perceptions of inclusion both inside the university classroom and within the student body. Definitions of inclusion typically focused on meeting learners’ needs and equality of access for all learners. Reflexive thematic analysis was used to explore participants’ perceptions of their own inclusion. Findings revealed that inclusion (and lack of inclusion) happened at different levels within the university. There were positive experiences of inclusion with themes of classroom engagement, lecturer approachability, and an inclusive course ethos. Students also identified areas where they felt a greater sense of inclusion could be achieved. We discuss the implications of these findings in terms of support for WP education students.