Full Description
Despite efforts to widen participation, first-in-family students, as an equity group, remain severely under-represented in higher education internationally. This book explores and analyses the gendered and classed subjectivities of 48 Australian students in the First-in-Family Project serving as a fresh perspective to the study of youth in transition. Drawing on liminality to provide theoretical insight, the authors focus on how they engage in multiple overlapping and mutually informing transitions into and from higher education, the family, service work, and so forth. While studies of class disadvantage and widening participation in HE remains robust, there is considerably less work addressing the gendered experiences of first-in-family students.
Contents
Part I: The Australian higher education context 1: Educational inequities and widening participation in Australia 2: Gender, class, and aspirations in higher education 3: Liminality, gender subjectivities, and the transition to higher education Part II: Gender subjectivities in schooling and family life 4: Family life and gendered aspirations 5: Secondary school-based influencers Part III: Liminality, gender and the transition to higher education 6: Belonging, liminality, and changing subjectivities in the first year of higher education 7: Liminal experiences with service-sector labour 8: The gendering of mental health and wellbeing 9: Cultural and ethnic lifeworlds 10: Fulfillment in the first-in-family experience Part IV: Implications for higher education policy 11—Gender, the first-in-family experience and widening participation
