The purpose of this research is to examine the lived experiences of working-class academics. As an under-represented and marginalised group in higher education (HE), working-class academics have been traditionally excluded from what was and in some cases still is, an elitist institution. Gaining an understanding of how marginalised groups experience HE enables institutions to tackle structural and systemic inequalities and inequities perpetuated by the legacy of elitism.
Using thematically coded interview data from the subset (n = 13) of a larger sample, the findings have been analysed within a positive psychology theoretical framework. The qualitative data and findings provide extraordinary insight into the academics' lived experiences and a fascinating lens with which to look at their successful, but at times fraught, journeys into and through HE.
Retaining authenticity and identity as well as behaving in accordance with one's values, with a sense of belonging, are the most prominent findings. The academics represented have adapted to their environments by generating opportunities for themselves, thereby enabling a sense of belonging, as well as living in alignment with their values acquired from their social class backgrounds, which is central to authenticity.
Academics are often surveyed about their experiences of working in universities, particularly on the topic of wellbeing. The originality of this research lies in the focus on one under-represented and under-researched social group: working-class academics and their experiences of HE.
