Abstract

This paper explores the experiences and trajectories of predominantly black minority ethnic students enrolled on three further education access courses in England striving to navigate their way to higher education. The paper is based upon findings from the author’s doctoral study and is set within the context of widening educational participation policy. The central argument is that widening participation policy has been compromised by the three ‘Cs’: Capital, Competition and Credentalism. The author calls for an increased recognition among educationalists of how students from less privileged backgrounds develop over the life course, and for more support to facilitate their entry and transition to higher education.