Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 26: Special EDI Issue February 2023 ________________________________________________________________________ ©2023 The Author(s) (CC-BY 4.0) A space for partnership and empowerment: how the Writing Café negotiates inclusion in higher education    Cara Baer University of Plymouth, UK Nina Kearney University of Plymouth, UK Abstract  Higher education (HE) has traditionally been shaped for a specific type of student, but as widening participation initiatives are increasing opportunities for under-represented groups to attend (e.g., mature, disabled, those from a low socio-economic background, and care leavers), it is imperative to illuminate examples of best practice that are accessible and equitable once students are at university. This paper discusses the Writing Café, an interdisciplinary, peer facilitated space for students to explore writing techniques and strategies with trained student writing mentors. This will illustrate how the Writing Café is promoting inclusion for students who have been traditionally excluded from HE. The Writing Café encourages student partnership through its interdisciplinary nature, which empowers students to be experts in their work. This is challenging deficit and hierarchical approaches in academia, repositioning who has the power and knowledge in HE. The Writing Café provides a space out of formal teaching that has more support than independent learning, thus being considered a third space for learning (Hilsdon, 2014). The offer of hybrid Writing Café spaces has boosted inclusivity and accessibility through improving comfort and ease of access. Under-represented students are likely to face more barriers in HE, so supportive and accessible provision can combat many such barriers. The Writing Café’s success is highlighted by engagement, with the development of hybrid delivery increasing participation by 45%, with engagement for under-represented students being 10% more than the university demographic of such students. The Writing Café is illustrating how inclusion in academic practices is possible. Keywords:  inclusion; social justice; student empowerment; peer mentoring; belonging; third space. Baer and Kearney A space for partnership and empowerment: how the Writing Café negotiates inclusion in higher education  Journal of Learning Development in Higher Education, Special Issue 26: February 2023 2 Introduction  Under-represented groups (e.g., mature, disabled, those from a low socio-economic background, and care leavers) have inequitable experiences in higher education (HE), particularly in relation to finances, feelings of belonging, and academic skills (Reay, 2016). However, despite the implementation of widening participation (WP) initiatives, there are still barriers that under-represented students face prior to and during university (see Ridge, 2011; Timmis and Muñoz-Chereau, 2022). For clarity, equity is used here rather than equality, highlighting that inclusion does not mean equal treatment, but tailored support for individuals to access the same experiences/resources/knowledge, acknowledging that some individuals experience more barriers than others. Motivated by the necessity for improving HE for under-represented students, this piece explores how utilising peer-to-peer support can promote social justice, illuminating how spaces and relationships that work in partnership are empowering and inclusive (Hinsdale, 2015). Whilst complex, social justice and inclusion can be defined as equitable access, treatment, and experience for all, regardless of diverse characteristics and backgrounds (Lambert, 2018). This opinion piece will explore how spaces like the Writing Café, which utilise peer support, interdisciplinary partnership, and non-hierarchical engagement(s), are crucial for improving participation and inclusion within HE for under-represented students. Many initiatives push for access but neglect to consider the experiences of students once they are at university (Reay, David and Ball, 2005). The following will contextualise HE, draw on Bourdieu’s theory of Cultural Capital (1986; 1993), illuminate and challenge hierarchical academic practices, and consider partnership, empowerment, and accessibility to emphasise the power of peer-to-peer learning and the third space. Contextual background  The Writing Café has been operating in a UK university since 2014; it was created with the intention of providing a ‘a developmental, creative space’ existing outside academic norms (Pritchard, 2015). The Writing Café space utilises peer-to-peer support and non-academic terrains (in-person and digitally) to engage students in discussions about their academic writing, including clarity of arguments and structure, with trained writing mentors. The Baer and Kearney A space for partnership and empowerment: how the Writing Café negotiates inclusion in higher education  Journal of Learning Development in Higher Education, Special Issue 26: February 2023 3 space is unique in its offering – being led in partnership between students and the Peer Learning Team – and in how it challenges academic spaces by using a café format.  The culture of HE in the UK is rooted in white-middle-class-non-disabled-heteronormative- cis-gendered-English-speaking hegemonies (Seal, 2019; Tavares, 2021). Consequently, under-represented students experience more inhibited access and participation; this is attributable to how HE has been shaped around the traditional student profile that dominates university culture. Arguably, this has influenced structural and institutional norms to favour such students (Ardion, 2018), including how notions of independence and rigid entry requirements claim to ensure that the most capable attend HE (Barg, 2019). In reality, this positions those with the support, opportunities and/or resources to succeed academically and develop personally as better candidates. Positively, there is a rise in WP for under-represented and diverse students (Klinger and Murray, 2012), but they must navigate and ‘decode’ the unfamiliar terrain of HE (Gibson et al., 2019). Consequently, inclusive spaces and practices are imperative for combatting such structural, social, and academic barriers, as they challenge hegemonies surrounding who has the knowledge within academia. Here, barriers include course-specific jargon, confidence with independent learning (linked to cultural capital), academic hierarchy, and how HE is rooted in middle-class norms. How the Writing Café addresses such barriers is discussed below.   Navigating academic terrains   To navigate a particular space or institution, one must be familiar with the dominant practices. As academia mirrors the dominant culture of society (Douglas, 2016; Arday, 2021), student demographics reflect this, and HE is shaped around these groups, making it less aligned with under-represented students. Current implementations of WP are attempting to change this (Teichler, 2015); however, they often neglect intersectional and structural barriers, hidden below utopian and idealistic lenses (Arday, 2021). Therefore, we must acknowledge these (un)hidden discourses to consider how to unravel the challenges.  To theorise navigating unfamiliar academic and structural terrains, Bourdieu’s theory of Cultural Capital will be drawn upon (1986; 1993). Cultural Capital can be defined as the familiarity, confidence, and experience(s) one has in the cultural world and dominant society (Beckman et al., 2018). Within HE, Cultural Capital may involve linguistic skills, Baer and Kearney A space for partnership and empowerment: how the Writing Café negotiates inclusion in higher education  Journal of Learning Development in Higher Education, Special Issue 26: February 2023 4 knowledge of education systems, and participation in cultural activities (Barg, 2019), rooted in socioeconomic processes. Access to cultural experiences and knowledge can shape the confidence one has within other spaces that reflect this culture. Subsequently, academic practices are more aligned with ‘traditional’ students, which makes academic language, social interactions, and writing processes more difficult to navigate, leaving students who are on-the-margins feeling isolated, uncertain, and lacking in confidence (Pherali, 2012). This can contribute to an unwillingness to seek help, due to a fear of the stigma attached to not knowing (Kelly and Mulrooney, 2019). This clearly shows how those from more represented groups can navigate such academic terrains more easily, as HE, and practices within it, are perhaps more familiar to them. Consequently, by utilising peer-to-peer partnership, typical barriers of academic hierarchy can be reduced, as mentors and students engage in reciprocal discussions. Since HE has an increased focus on self-directed learning, time-management, and confidence with writing (linked to Cultural Capital (Dittmann, Stephens and Townsend, 2020)), the Writing Café provides a space where one does not have to have mastered all the above, thus empowering students. Accessibility created by peer-to peer partnership was exemplified in Semester 1 of 2021/2022, where approximately 75% of attendees across both physical and digital spaces identified as being from an under-represented background. This highlights the power that the Writing Café has on levelling the power imbalance and increasing student participation; this is particularly impactful when noting that Café participation is 10% higher than the under-represented student demographic. Therefore, the Writing Café is shifting the dynamic of academic engagements through the ‘third space’ and successfully increasing engagements for all identified under-represented groups. Arguably, through student partnership and challenging academic norms, this aspect of HE becomes easier to navigate.  Mutuality and partnership  The Writing Café is a student-centred, interdisciplinary, and non-hierarchical space (Pritchard, 2015), situated outside the academic boundaries of HE. It has been identified (Cameron, Nairn and Higgins, 2009; Moraes, Michaelidou and Canning, 2016) that there is discomfort when sharing writing, especially with course peers and/or academic staff. In the Writing Café, students are partnered with a mentor who is often non-subject specific; this Baer and Kearney A space for partnership and empowerment: how the Writing Café negotiates inclusion in higher education  Journal of Learning Development in Higher Education, Special Issue 26: February 2023 5 one-to-one support not only increases comfort with sharing working, due to the personal nature of writing (Hall, 2014; Hill et al., 2021), but is more likely to alleviate academic knowledge barriers through leaning together as non-experts in their subject. Arguably, this empowers students, providing agency and increasing confidence with their subject knowledge, since they are the ‘expert’ in this space. Students are encouraged to shape the discussion, where they must adapt their explanations for a non-expert, evidencing their expertise to themselves. In is known that with academic tutors under-represented students can feel pressure to articulate their work and use jargonistic language to meet perceived expectations and avoid potential stigmatisation (Bowl, 2001; Warnock and Hurst, 2016). Lillis and Turner (2001) and Raaper, Brown and Llewellyn (2022) support this, identifying a deficit-model placed upon non-traditional students who were unfamiliar with academic language and writing, but acknowledging that the barriers to academic writing are in inaccessible pedagogies and the lack of transparency from academics. In contrast to academic practices, discussion with a writing mentor requires students to unpack jargonistic terms, which is not only empowering, but can boost confidence, clarity, and understanding. Thus, sharing ideas on a level playing field and encouraging a safe space where students can question academic meanings and feel unsure, can enhance a sense of belonging and enable a community of practice (Lave and Wenger, 1991; Pritchard, 2015). Therefore, this space is critical for promoting social justice and not providing a space for all learners to develop their language and writing would be a matter of exclusion (Klinger and Murray, 2012). Additionally, the accessibility of the café encourages autonomy and allows students to seek support when needed with no expectations or commitment, since the library is a space for independent learning, and the online space can be accessed from anywhere. As attending is a personal choice, mutuality is established, as a two-way discussion is developed; again, since mentors are often non-subject specific, there is a mutuality in the way students share subject knowledge whilst mentors share academic writing skills – learning from one another. Both spaces encapsulate the ‘third space’ for learning, a hybrid space between independent learning and experiences, and formal learning and teaching (Hilsdon, 2014), moving towards individuals learning together in partnership. This informal space allows more mutual and reciprocal discussions to take place, with student partnership being core to knowledge production.    Baer and Kearney A space for partnership and empowerment: how the Writing Café negotiates inclusion in higher education  Journal of Learning Development in Higher Education, Special Issue 26: February 2023 6 Boosting inclusivity and accessibility  The Writing Café has evolved to meet the needs of learners, alongside responding to changes in the academic environment, such as the Covid-19 pandemic, which brought into sharp relief the necessity for a flexible provision. With the shift to online teaching, the digital Writing Café engaged more students and was recognised as a case study for best practice in The Gravity Assist report (Barber et al., 2021), highlighting accessibility and inclusion, particularly for disabled students and parents/carers, placement students, and distance learners. Now, both spaces run in tandem and, despite requiring additional resources, they are imperative for ensuring students from all backgrounds can utilise the space. Providing an accessible space is empowering, as students can take ownership of, and make choices about, their support. It begins to normalise seeking support too, which challenges notions of deficit and promotes inclusion, both contextually (digital and/or physical) and through café practices (peer-to-peer interdisciplinary partnership). Positively, through offering both digital and physical spaces, there has been a 45% increase in engagement compared to pre-pandemic. The digital space enables students to ‘step’ into accessing support, with camera-off options – particularly valuable for uncertain students who are wishing to ‘test-the-water’. This is emphasised by the participation of mature students in the Writing Café; the over-21 and under-21 split was 52% to 48% respectively, contrasting with the undergraduate population which has a higher proportion of under-21s.   While universities transitioned formal teaching online and Student Unions created online quizzes during the Covid-19 pandemic, they were not as prepared to develop informal learning spaces. As formal teaching was replicated online, the Writing Café filled a gap where informal learning could happen, which is likely to have been absent without this service. Further, Ransing et al. (2021) identified the benefits of camaraderie during a time of uncertainty and isolation; arguably, the Writing Café enabled this kind of space. Increased engagement has occurred (Barber et al., 2021) despite the rise of online learning exacerbating pre-existing social injustices, particularly due to the increased demand on self-directed learning and the requirement for additional motivation in a time that challenged much of what was known in HE previously (Aparicio, Bacao and Oliveira, 2017). With under-represented students being less confident with self-directed learning Baer and Kearney A space for partnership and empowerment: how the Writing Café negotiates inclusion in higher education  Journal of Learning Development in Higher Education, Special Issue 26: February 2023 7 (Lee, 2010), as discussed above, the necessity of digital formats that provide accessible academic support, e.g., the Writing Café, is brought to the forefront. Conclusion The above discussion illuminates the power of peer-to-peer support for promoting inclusion, particularly since interactions with under-represented groups are higher in the Writing Café than with the general student population – clearly there is strength in the work done. The opportunity to develop non-hierarchical and mutual partnership can encourage agency to take ownership of writing and engage in discussions. Through challenging traditional academic practices that have excluded under-represented groups, the Writing Café is developing an inclusive space. The non-expert and interdisciplinary nature of the space can alleviate expectations on academic skills and subject knowledge (linked to Cultural Capital), requiring students to strip-back their understanding to articulate ideas to a novice in their subject. Since this removes academic knowledge barriers, students can feel more comfortable discussing their work, contributing to feeling included within HE; comfort develops empowerment, which builds confidence, enhances a sense of belonging and improves experiences. The digital and physical Writing Cafés are operating as a means for all students to access support. The Writing Café support can contribute towards the academic development of all students, but particularly students who are under- represented within HE, potentially improving their attainment (and wellbeing). The Writing Café ensures that support is offered to all students in HE, beyond simply improving access to it; in doing so, the Writing Café navigates the non-negotiables for inclusion within HE.   References  Aparicio, M., Bacao, F. and Oliveira, T. (2017) ‘Grit in the path to e-learning success’, Computers in Human Behavior, 66, pp.388-399. https://doi.org/10.1016/j.chb.2016.10.009. Arday, J. (2021) 'Race, education and social mobility: we all need to dream the same dream and want the same thing', Educational Philosophy and Theory, 53(3), pp.227-232. https://doi.org/10.1080/00131857.2020.1777642. https://doi.org/10.1016/j.chb.2016.10.009 https://doi.org/10.1080/00131857.2020.1777642 Baer and Kearney A space for partnership and empowerment: how the Writing Café negotiates inclusion in higher education  Journal of Learning Development in Higher Education, Special Issue 26: February 2023 8 Ardion, S. (2018) ‘Helping poor- and working-class students create their own sense of belonging’, New Directions for Student Services, 162, pp.75-86. https://doi.org/10.1002/ss.20263. Barber, M., Bird, L., Fleming, J., Titterington-Giles, E., Edwards, E. and Leyland, C. (2021) ‘Gravity assist: propelling higher education towards a brighter future – Digital teaching and learning review', The Office for Students. Available at: https://ofslivefs.blob.core.windows.net/files/Gravity%20assist/Gravity-assist-DTL- finalforweb.pdf (Accessed: 11 October 2022). Barg, K. (2019) ‘Why are middle-class parents more involved in school than working-class parents?’, Research in Social Stratification and Mobility, 59, pp.14-24. https://doi.org/10.1016/j.rssm.2018.12.002. Beckman, K., Apps, T., Bennett, S. and Lockyer, L. (2018) ‘Conceptualising technology practice in education using Bourdieu’s sociology’, Learning, Media and Technology, 43(2), pp.197-210. https://doi.org/10.1080/17439884.2018.1462205. Bourdieu, P. (1986) ‘The forms of capital’, in Richardson, J. (ed.) Handbook of theory and research for the sociology of education. Connecticut: Greenwood Press, pp.241- 258. Bourdieu, P. (1993) The field of cultural production: essays on art and literature. New York: Columbia University Press. Bowl, M. (2001) 'Experiencing the barriers: non-traditional students entering higher education', Research Papers in Education, 16(2), pp.141-160. https://doi.org/10.1080/02671520110037410. Cameron, J., Nairn, K. and Higgins, J. (2009) 'Demystifying academic writing: reflections on emotions, know-how and academic identity', Journal of Geography in Higher Education, 33(2), pp.269-284. https://doi.org/10.1080/03098260902734943. Dittmann, A. G., Stephens, N. M. and Townsend, S. S. M. (2020) ‘Achievement is not class-neutral: working together benefits people from working-class contexts’, Journal of Personality and Social Psychology: Attitudes and Social Cognition, 119(3), pp.517-539. https://doi.org/10.1037/pspa0000194. https://doi.org/10.1002/ss.20263 https://ofslivefs.blob.core.windows.net/files/Gravity%20assist/Gravity-assist-DTL-finalforweb.pdf https://ofslivefs.blob.core.windows.net/files/Gravity%20assist/Gravity-assist-DTL-finalforweb.pdf https://doi.org/10.1016/j.rssm.2018.12.002 https://doi.org/10.1080/17439884.2018.1462205 https://doi.org/10.1080/02671520110037410 https://doi.org/10.1080/03098260902734943 https://doi.org/10.1037/pspa0000194 Baer and Kearney A space for partnership and empowerment: how the Writing Café negotiates inclusion in higher education  Journal of Learning Development in Higher Education, Special Issue 26: February 2023 9 Douglas, P. (2016) ‘Higher education: a complex microcosm of a complex society’, HERDSA. Available at: https://www.semanticscholar.org/paper/Higher- education%3A-a-complex-microcosm-of-a-complex- Douglas/d26a4846f41e973c1298ca81899d3e72dcbd5b2b (Accessed: 11 October 2022). Gibson, S., Grace, A., O’Sullivan, C. and Pritchard, C. (2019) 'Exploring transitions into the undergraduate university world using a student-centred framework', Teaching in Higher Education, 24(7), pp.819-833. https://doi.org/10.1080/13562517.2018.1511538. Hall, A. H. (2014) 'Beyond the author's chair', The Reading Teacher, 68(1), pp.27-31. https://doi.org/10.1002/trtr.1297. Hill, J., Healey, R. L., West, H. and Déry, C. (2021) ‘Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing’, Journal of Geography in Higher Education, 45(2), pp.167-185. https://doi.org/10.1080/03098265.2019.1661366. Hilsdon, J. (2014) ‘Peer learning for change in higher education’, Innovations in Education and Teaching International, 51(3), pp.244-254. https://doi.org/10.1080/14703297.2013.796709. Hinsdale, M. J. (2015) Mutuality, mystery, and mentorship in higher education. Rotterdam: Sense Publishers. Kelly, A. K. and Mulrooney, H. M. (2019) ‘Student perceptions of belonging at university: a qualitative perspective’, New Directions in the Teaching of Physical Sciences, 14(1), pp.1-11. https://doi.org/10.29311/ndtps.v0i14.3238. Klinger, C. M. and Murray, N. (2012) ‘Tensions in higher education: widening participation, student diversity and the challenge of academic language/literacy’, Widening Participation and Lifelong Learning, 14(1), pp.27-44. https://doi.org/10.5456/WPLL.14.1.27. https://www.semanticscholar.org/paper/Higher-education%3A-a-complex-microcosm-of-a-complex-Douglas/d26a4846f41e973c1298ca81899d3e72dcbd5b2b https://www.semanticscholar.org/paper/Higher-education%3A-a-complex-microcosm-of-a-complex-Douglas/d26a4846f41e973c1298ca81899d3e72dcbd5b2b https://www.semanticscholar.org/paper/Higher-education%3A-a-complex-microcosm-of-a-complex-Douglas/d26a4846f41e973c1298ca81899d3e72dcbd5b2b https://doi.org/10.1080/13562517.2018.1511538 https://doi.org/10.1002/trtr.1297 https://doi.org/10.1080/03098265.2019.1661366 https://doi.org/10.1080/14703297.2013.796709 https://doi.org/10.29311/ndtps.v0i14.3238 https://doi.org/10.5456/WPLL.14.1.27 Baer and Kearney A space for partnership and empowerment: how the Writing Café negotiates inclusion in higher education  Journal of Learning Development in Higher Education, Special Issue 26: February 2023 10 Lambert, S. R. (2018) ‘Changing our (dis)course: a distinctive social justice aligned definition of open education’, Journal of Learning for Development, 5(3), pp.225- 244. https://doi.org/10.56059/jl4d.v5i3.290. Lave, J. and Wenger, E. (1991) Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press. Lee, M. (2010) ‘Researching social capital in education: some conceptual considerations relating to the contribution of network analysis’, British Journal of Sociology of Education, 31(6), pp.779-792. https://doi.org/10.1080/01425692.2010.515111. Lillis, T. and Turner, J. (2001) 'Student writing in higher education: contemporary confusion, traditional concerns', Teaching in Higher Education, 6(1), pp.57-68. https://doi.org/10.1080/13562510020029608. Moraes, C., Michaelidou, N. and Canning, L. (2016) ‘Students’ attitudes toward a group coursework protocol and peer assessment system’, Industry and Higher Education, 30(2), pp.117-128. https://doi.org/10.5367/ihe.2016.0296. Pherali, T. J. (2012) 'Academic mobility, language, and cultural capital', Journal of Studies in International Education, 16(4), pp.313-333. https://doi.org/10.1177/1028315311421842. Pritchard, C. (2015) ‘Mentoring in the writing café: identity, belonging and ownership’, Journal of Learning Development in Higher Education, Special Edition: Academic Peer Learning, November, pp.1-20. https://doi.org/10.47408/jldhe.v0i0.305. Raaper, R., Brown, C. and Llewellyn, A. (2022) ‘Student support as a social network: exploring non-traditional student experiences of academic and wellbeing support during the Covid-19 pandemic’, Education Review, 74(3), pp.402-421. https://doi.org/10.1080/00131911.2021.1965960. Ransing, R. S., Pinto Da Costa, M., Pereira-Sanchez, V., Adiukwu, F., Orsolini, L., Gonzalez-Diaz, J. M., Larnaout, A., Grandinetti, P., Bytyçi, D. G., Soler-Vidal, J., https://doi.org/10.56059/jl4d.v5i3.290 https://doi.org/10.1080/01425692.2010.515111 https://doi.org/10.1080/13562510020029608 https://doi.org/10.5367/ihe.2016.0296 https://doi.org/10.1177/1028315311421842 https://doi.org/10.47408/jldhe.v0i0.305 https://doi.org/10.1080/00131911.2021.1965960 Baer and Kearney A space for partnership and empowerment: how the Writing Café negotiates inclusion in higher education  Journal of Learning Development in Higher Education, Special Issue 26: February 2023 11 Syarif, Z., Kundadak, G. K., Shalbafan, M., Nofal, M. and Ramalho, R. (2021) 'Peer learning, research, and support in times of the Covid-19 pandemic: a case study of the early career psychiatrists model', Academic Psychiatry, 45(5), pp.613-618. https://doi.org/10.1007/s40596-021-01464-5. Reay, D. (2016) ‘Social class in higher education: still an elephant in the room’, in Cote, J. and Furlong, A. (eds.) Routledge handbook of the sociology of higher education. Abingdon: Routledge, pp.131-141. Reay, D., David, M. E., and Ball, S. (2005) Degrees of choice: class, race, gender and higher education. Stoke on Trent: Trentham Books. Ridge, T. (2011) ‘The everyday costs of poverty in childhood: a review of qualitative research exploring the lives and experiences of low‐income children in the UK’, Children & society, 25(1), pp.73-84. https://doi.org/10.1111/j.1099- 0860.2010.00345.x. Seal, M. (2019) The interruption of heteronormativity in higher education: critical queer pedagogies. Switzerland: Palgrave Macmillan. Tavares, V. (2021) 'Feeling excluded: international students experience equity, diversity and inclusion', International Journal of Inclusive Education, pp.1-18. https://doi.org/10.1080/13603116.2021.2008536. Teichler, U. (2015) ‘Socially relevant and socially responsible higher education: a disputed goal’, Journal for New Generational Sciences, 13(2), pp.113-126. https://doi.org/10520/EJC182364. Timmis, S. and Muñoz-Chereau, B. (2022) ‘Under-represented students’ university trajectories: building alternative identities and forms of capital through digital improvisations’, Teaching in Higher Education, 27(1), pp.1-17. https://doi.org/10.1080/13562517.2019.1696295. https://doi.org/10.1007/s40596-021-01464-5 https://doi.org/10.1111/j.1099-0860.2010.00345.x https://doi.org/10.1111/j.1099-0860.2010.00345.x https://doi.org/10.1080/13603116.2021.2008536 https://doi.org/10520/EJC182364 https://doi.org/10.1080/13562517.2019.1696295 Baer and Kearney A space for partnership and empowerment: how the Writing Café negotiates inclusion in higher education  Journal of Learning Development in Higher Education, Special Issue 26: February 2023 12 Warnock, D. M. and Hurst, A. L. (2016) ‘“The poor kids’ table”: Organising around an invisible and stigmatised identity in flux’, Journal of Diversity in Higher Education, 9(3), pp.261-276. https://doi.org/10.1080/13562517.2019.1696295. Author details Cara Baer is a lecturer in Education, researcher, and PhD student with interests in inclusion, social justice, access to education, and Widening Participation. Cara has worked as Writing Mentor throughout her studies, enabling insight into the peer interactions. Nina Kearney is a Project Manager at the University of Plymouth, with experience in leading Widening Participation and Peer Learning initiatives. Licence ©2023 The Author(s). This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. See http://creativecommons.org/licenses/by/4.0/. Journal of Learning Development in Higher Education (JLDHE) is a peer-reviewed open access journal published by the Association for Learning Development in Higher Education (ALDinHE). https://doi.org/10.1080/13562517.2019.1696295