Books:
Jones, O. (2020). Chavs:The Demonisation of the Working Class. London: Verso Books.
Bloodworth, J. (2016). The illusion of meritocracy : why working class kids still get working class jobs. London: Biteback Publishing.
Gilbert, I. (2018). The working class : poverty, education and alternative voices. Carmarthen, Wales, Uk Independent Thinking Press.
hooks, b. (2009). Where we stand : class matters. New York ; London: Routledge.
hooks, b (2015). Outlaw culture : resisting representations. Routledge.
Ardoin, S., Martinez, B. and Washington, J. (2019). Straddling class in the academy : 26 stories of students, administrators, and faculty from poor and working-class backgrounds and their compelling lessons for higher education policy and practice. Sterling, Virginia: Stylus Publishing, Llc.
Brookfield, S. (1995). Becoming a Critically Reflective Teacher. Jossey-Bass.
Rubin, M., Evans, O. and McGuffog, R. (2019). Social Class Differences in Social Integration at University: Implications for Academic Outcomes and Mental Health. The Social Psychology of Inequality, pp.87–102. doi:10.1007/978-3-030-28856-3_6.
Journals:
Müller-Pinzler, L., Czekalla, N., Mayer, A.V., Stolz, D.S., Gazzola, V., Keysers, C., Paulus, F.M. and Krach, S. (2019). Negativity-bias in forming beliefs about own abilities. Scientific Reports, [online] 9(1), pp.1–15.
Reay, D. (2021). The working classes and higher education: Meritocratic fallacies of upward mobility in the United Kingdom. European Journal of Education, 56(1). doi:10.1111/ejed.12438.
Soria, K. and Bultmann, M. (2014). Supporting Working-Class Students in Higher Education. NACADA Journal, 34(2), pp.51–62. doi:10.12930/nacada-13-017.
Archer, L. and Hutchings, M. (2000). ‘Bettering Yourself’? Discourses of risk, cost and benefit in ethnically diverse, young working-class non-participants’ constructions of higher education. British Journal of Sociology of Education, 21(4), pp.555–574. doi:10.1080/713655373.
Reay, D. (2003). A Risky Business? Mature Working-class Women Students and Access to Higher Education Correspondence : Diane Reay, Kings College London, UK.
Bettencourt, G.M. (2021). ‘I Belong Because It Wasn’t Made for Me’: Understanding Working-Class Students’ Sense of Belonging on Campus. The Journal of Higher Education, pp.1–24. doi:10.1080/00221546.2021.1872288.
Nairz Wirth, E., O’Shea, S. and Lessky, F. (2021). Higher education access, participation and progression: Inequalities of opportunity. European Journal of Education. doi:10.1111/ejed.12441. pp 53-64
Lareau, A. and Ferguson, S., 2017. Cultural exclusion of upwardly mobile college students. American Sociological Association August, 12, p.2017.
Nuñez, C. (2009). The self portrait, a powerful tool for self-therapy. European Journal of Psychotherapy & Counselling, 11(1), pp.51–61. doi:10.1080/13642530902723157.
Clance, P.R. and Imes, S.A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, [online] 15(3), pp.241–247. doi:10.1037/h0086006.
Websites:
https://www.brown.edu/sheridan/microaggressions-and-micro-affirmations-0
https://www.boredpanda.com/privilege-explanation-comic-strip-on-a-plate-toby-morris/
https://www.hesa.ac.uk/data-and-analysis/sb262/figure-6
https://www.officeforstudents.org.uk/media/79a7bb57-83cf-4c50-a358-6bcfe80f165c/ofs2022_29.pdf
https://www.arts.ac.uk/__data/assets/pdf_file/0024/144474/190206_EDI-Report-2018.pdf
https://www.unitegroup.com/articles/cost-of-living-crisis-students
https://bgsf.com/wp-content/uploads/2022/03/StopTellingWomenTheyHaveImposterSyndrome.pdf