Abstract
Historians have shown that within the changing nature of higher and further education, who was allowed entrance has varied over time and place according to different societies’ assumptions about who could or should benefit from them. Drawing from literature written in English, this chapter investigates the changing nature of the student body roughly between 1850 and 2014. It shows that key historical and methodological issues concerning students have covered social reproduction theory and equality issues covering class, gender/sexuality, ethnicity, (dis)ability, religion, and culture; diverse patterns of teaching, learning and examination; the growth of research, mobile, and transnational students; and the changes for students as mass higher education ever increases. In the last two decades, growing attempts to explore the actual student experience have highlighted student concerns and the reality that, as well as their participation in academic studies, extracurricular activities have always been significant in student life. At the same time, they have underlined the importance of issues of location, accommodation, and both the cost and attraction of higher learning. To give greater depth to these points, two case studies have been included: one explores the history of women studying science and the gender issues underlying this; the other focuses on histories of students’ wider experience of higher education and how student voices can be heard. Both investigate issues of diversity such as class, ethnicity, and religion and the different types of students affected by these issues. The conclusion will give some reflections on future directions.
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Watts, R. (2019). Students in Higher and Further Education. In: Fitzgerald, T. (eds) Handbook of Historical Studies in Education. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-0942-6_44-1
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