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Educational choices are analyzed within policy debates on widening participation and lifelong learning, using a masculinity framework tied to classed and racialised identities. 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Men’s educational choicesand decisions are analysed and discussed within current policy debates about widening participation and lifelong learning. These choices are placed within a framework which focuses on masculinity in terms of classed and racialised identifications. For working class and ethnic minority students choices tend to be constrained by mix of material, institutional and emotional forces. For middle class ethnic minority students these factors are only partially alleviated.  \nIntroduction  \nSince 1997, as part of its concern with ‘education, education, education’ Labour Governments in the UK have further increased the already burgeoning numbers attending university in the context of concerns about economic growth, as well as social justice. Asa result, university entrants have increased dramatically to a current figure of 43% of 18-30 year olds, with a target of 50% by 2010, although the higher education system has become increasingly stratified and diversified. In the Learning Age (1997) the newly elected Labour government laid out its commitment to widening participation and this focus has been continued more recently with The Future of Higher Education (DfES 2003) and Widening Participation in Higher Education (DfES 2003) . Unsurprisingly, there also has been a growing awareness that a projected increase on this scale cannot simply soak up more of the same students but must attract those from ‘non-traditional’ backgrounds. In addition, there have been on-going official concerns that lower income groups, noticeably men, have not been attracted in sufficient numbers (DES 1987, DfES 2003) . Indeed, widening participation to men from non-traditional backgrounds poses a serious policy challenge; only 25% of access students are male (QAA 2007) and men in the lower socio-economic groups have been identified as those least likely to enter higher education (Dearing 1997) .  \nThe Australian Educational Researcher, Volume 34, Number 3, December 2007 •119  \nTOM WOODIN AND PENNY JANE BURKE  \nOne way of fostering the participation of such students has been the expansion of‘access courses’ – year-long pre-university courses targeting ‘non-traditional’ students. More recently, two year sub-degree programmes or ‘foundation degrees’ have also been piloted and expanded by the Labour Government as a key strategy to attract students from lower income backgrounds. Choice has been perceived as central to these initiatives and presented as a lubricating fluid of widening participation. A‘rational choice theory’ has quite explicitly informed government thinking which has adopted the perspective of an ideal type of student making decisions on a level playing field. For example, Widening Participation in Higher Education (DfES 2003, p. 5) refers to students as:  \nknowing enough about the alternative universities and courses to putin an application to an institution which can satisfy the potential student’s aspirations, and for which the student has the appropriate qualifications and qualities.  \nA high level of awareness and agency is projected onto individual students, with the onus on them to make ‘good choices’ in a flexible and diverse education market. Weare left with a sense that the university machine merely needs new points of entry here, and an extension of choice there, in order to funnel these new entrants into appropriate courses and eventually employment. Thus, the hidden hand of the market is expected to bring the interests of student, university, employer and economy into alignment.  \nIn contrast, we view ‘choice’ as inseparable from wider social re","cbCaip8YRB5CRYay","https://ap.wps.com/l/cbCaip8YRB5CRYay","pdf",82358,16,"English","# Abstract\n# Introduction\n## Policy context and widening participation\n## Access courses and choice theory\n## Choice, social relations, and identity\n## Research gap on men in education","[{\"question\":\"What research question does the paper address?\",\"answer\":\"It investigates how men aged 18–54 make educational choices when entering pre-university access and foundation programs.\"},{\"question\":\"What policy debates frame the analysis?\",\"answer\":\"The study situates choices within discussions on widening participation and lifelong learning in higher education.\"},{\"question\":\"How does the paper define “choice”?\",\"answer\":\"Choice is treated as inseparable from social relations, structural inequalities, and identities, and it is not purely rational.\"}]","Men Accessing Education - Masculinities, Class and Choice | PDF",1792077205]