Examining the relationship between student’s engagement and socioeconomic background in higher education
This paper aims to contribute an analysis of student engagement as a key predictor of academic performance, persistence and retention in higher education and consequently academic success. Issues of engagement and developing a sense of belonging lie at the heart of both retention and study success. The research aims to examine students’ academic and social engagement on the basis of socio-economic family background, analyzed through Bourdieu-inspired capital approach in HE studies, which explains various forms of inequalities and exclusions of students in HE, related to entry experience, participation and peer support or interaction. Statistical analysis data and semi-structured interviews show that there is a strong relationship between socio-economic family background and student engagement demonstrating that persistent social inequalities affect student success. Research results support that academic success strategies have to account for socioeconomic factors, aside from institutional or individual drivers, as a result of the increasing heterogeneity of students and growing attendance.
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