Bridging The Gap: The Role of Social Class, Race, Gender, and Disability in Shaping Educational Opportunities Through an Intersectional Lens. A Critical Reflection of Shaun’s Story

Omar, Khasiba (2025) Bridging The Gap: The Role of Social Class, Race, Gender, and Disability in Shaping Educational Opportunities Through an Intersectional Lens. A Critical Reflection of Shaun’s Story. Education Journal Magazine, 5 (2). pp. 44-50.

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Abstract

As an individual deeply committed to supporting students and advancing their success, I extensively observe the enduring impact of socioeconomic inequality on students during their transition from Further Education to Higher Education. Therefore, examining how socioeconomic inequality shapes students' academic attainment, social inclusion, and welfare within the school context is crucial. This could provide us with a more comprehensive understanding of the main challenges students face within the university and school settings, and how these challenges persist throughout their university journey. These challenges do not simply dissipate; they continue to shape students' educational engagement and wider university experience. Different theories and frameworks, such as Bandura's Social Learning Theory (1977), Maslow’s Hierarchy of Needs theory (1943), Vygotsky’s Socio-Cultural Theory (1978) and Paulo Freire’s (1970) critical pedagogy theory, will be proposed to elucidate and facilitate a deeper understanding of why such issues exist. Further, it will critically examine current government policies, legislation, school leadership, management and challenges that may act as barriers to successfully implementing them.

Item Type:	Article
Divisions:	Education
Depositing User:	James Bisset
Date Deposited:	11 Mar 2026 09:46
Last Modified:	11 Mar 2026 09:46
URI:	https://ulaw.repository.guildhe.ac.uk/id/eprint/64

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