The York Research Database

Based on in-depth interviews with doctoral students across different types of English higher education institutions, this study explores existing and perceived barriers to entering doctoral study. Previous research in widening participation and higher education access has neglected this level. Although the PhD is the highest educational qualification, there appear to be quite distinct, classed pathways in access to and through the doctorate corresponding to patterns of institutional stratification. PhD students do not comprise a homogenous elite; rather we detect at least three ideal-typical pathways to the doctorate. These pathways illustrate disparities among the community of PhD students, both between and within universities. Marked differences in funding, facilities and support carry consequences for individual chances of completion and the doctoral experience. Social and institutional stratification appear to work hand-in-hand in determining one’s chances for achieving the ‘promise’ of the PhD, such as secure university employment and similar highly-skilled work.