“Although education has often been portrayed in terms of its positive and liberatory potential, not least within more recent widening participation and lifelong learning rhetoric, there is also a long history of sociological theorization that has been critical of the ways in which education reproduces and reinforces class inequalities. It can be argued that higher education has particular potential for reinforcing inequalities because, by definition, it is not open to all and is non-compulsory.” (Archer, et. Al, 2003, p.1)