Lisa Rees-O'Donnell

The relationship between Higher Education (HE), patriarchal cultural structures, and career advancement for non-traditional British South Asian women (NT-BSAW) remains unexplored, despite growing disparities in graduate outcomes. This study critically examines how UK Government HE policies, Higher Education Institution (HEI) practices, and community expectations shape or constrain the educational and career trajectories of NT-BSAW. It brings needed attention to the specific challenges faced by ethnically diverse mature female students, often hidden within broader policy categories.
Using a multi-method qualitative approach, the research draws on semi-structured interviews with NT-BSAW (n=7) and an employer-led focus group (n=6) to explore barriers in the transition from education to employment. Grounded in postmodern feminist theory, intersectionality, and agentic perspectives, this study develops a three-layered model designed to enhance career support beyond traditional roles. The HEI ABC Career Framework integrates lived experiences, cultural influences, and targeted interventions to address inequalities beyond tokenistic, short-term initiatives. A key contribution is the introduction of delayed agency and reverted agency, extending bounded agency theory. Reverted agency explains how NT-BSAW navigate constrained, postponed, or reversed decisions under intersecting cultural, structural, and institutional pressures, before, during, and after studies. These insights deepen understanding of how social constraints impact motivation, choice, and outcomes. The findings reveal that, while HE is promoted as a driver of social mobility, systemic disparities persist. Employer insights expose recruitment barriers, reinforcing weak commitments to inclusive hiring and career advancement. By advocating for a structured, intersectional approach, this research provides a timely, practice-driven response to the long-standing gaps in UK higher education (HE) policies and practices.