Class and belonging: preliminary results of a study into lecturer demographics in Foundation Year teaching

This paper summarises ongoing research into lecturer demographics within Foundation Year (FY) teaching. It identifies the marginalised voices of working-class academics and recognises the diversity of FY students and practitioners, including those who are first-generation scholars. We explore common characteristics shared by some Foundation lecturers and consider how academics’ previous experiences impact their educational practice. Through a large-scale questionnaire and interviews, our research suggests that a significant percentage of FY practitioners are from widening participation or working-class backgrounds, and may 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. This study will not only support wider understanding of FY practitioners, but improve experiences for all staff and students, helping to promote greater diversity and inclusion, and potentially influence discussions on local and sector-wide policy.