Abstract
The concept of ‘aspiration-raising’ has been ubiquitous in the discussion of differential rates of participation in higher education in England for many years. Potential students from disadvantaged backgrounds are constructed as setting their sights too low and therefore not considering higher education or ignoring elite universities that they could access. However, it is increasingly understood that aspiration-raising is unable to explain patterns of participation and that it risks ‘blaming the victim’ by failing to appreciate the structural constraints forged through their sociocultural context. The purpose of this paper is to present an alternative lens in the form of ‘possible selves’. This is drawn from the discipline of psychology and aims to explain how we all conceive and develop visions of ourselves in future states. These images create a motivational impetus for actions in the present in order to achieve a like-to-be self—or evade a like-to-avoid self. Notably, the theory takes specific account of the individual’s expectations and the importance of having a clear pathway towards a long-term destination. This paper provides an overview of the foundational theory and empirical evidence for a general readership, before presenting a new conceptual model focused on access to higher education. This is then used to explore the principles that might underpin interventions to support participation from disadvantaged groups within highly stratified systems, as well as suggesting a new policy agenda and priorities for future research.
Highlights
IntroductionFocused reviews by Cummings et al (2012) and Gorard et al (2012) concluded that aspiration-raising was not a good means of influencing school outcomes, with the latter further arguing that any correlation between aspirations and attainment was most likely due to improved attainment driving higher aspirations and not vice versa
The question of equitable access to higher education has been of ongoing policy concern in England for at least twenty years (e.g., National Committee of Inquiry into Higher Education 1997; Department for Education and Skills 2003; Department for Business, Innovation and Skills 2014; Department for Education 2016)
There is clear empirical evidence for possible selves impacting on motivation for schoolwork and thence to educational decision-making (Oyserman et al 2002, 2006, 2007; Hock et al 2006), which is lacking for aspirations
Summary
Focused reviews by Cummings et al (2012) and Gorard et al (2012) concluded that aspiration-raising was not a good means of influencing school outcomes, with the latter further arguing that any correlation between aspirations and attainment was most likely due to improved attainment driving higher aspirations and not vice versa Despite these theoretical and empirical challenges to aspiration-raising, it continues to permeate both national policy documents (e.g., Department for Business, Innovation and Skills 2014) and practice among professionals charged with widening participation and/or ensuring fair access (Harrison and Waller 2018). The paper concludes by outlining some potential avenues for future empirical research
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