Problems with the panacea: First-generation students’ predicaments with the UK Master’s Loan

Participation inequalities in postgraduate taught (PGT) study remain a persistent challenge in global higher education. In fee-paying contexts, financial barriers are a large part of this. This article examines student experiences of the UK???s flagship policy response ‐ the Master’s Loan ‐ and its effectiveness in tackling inequalities. It draws on analysis of 41 narrative interviews and four collaborative workshops with first-generation Master’s students at four UK universities (i.e. students who were part of the first generation in their family to attend university). The findings reveal that the Loan has significantly improved access for younger students from working-class backgrounds. However, the Loan’s structure still leaves some programmes financially out of reach, and it is failing students in precarious economic situations. Furthermore, students’ legitimate affective conceptualisations of the Loan produce qualitatively different responses. The research contributes to the understanding of financial policy interventions for widening participation to PGT education and their impacts on student access and participation. Recommendations for institutions and policymakers offer future strategies that can address inequities in PGT participation.