Class, belonging and the importance of diverse representation to Foundation Year Students

This presentation will summarise our ongoing research into lecturer demographics within Foundation Year (FY) teaching. It relates to the theme of ‘belonging as FY educators’ by recognising marginalised voices in non-traditional, working-class academics, and understanding the diversity of FY students and practitioners. We explore common characteristics shared by Foundation lecturers and consider how academics’ previous experiences impact their educational practice. Our research shows that a significant percentage of FY practitioners are non-traditional or working class, and often have more in common with their students, especially in terms of experiencing inequity and having marginalised identities in their fields. Class is not a legally protected characteristic, nor a criterion for widening participation, yet anecdotally, it appears to have an impact on FY practitioners and students and their sense of belonging. Our project will not only support wider understanding of FY practitioners, but improve experiences for staff and students, helping to promote greater diversity and inclusion and influence discussions on local and sector-wide policy.