"Kids from Here Don't Go to Uni": Considering First in Family Students' Belonging and Entitlement within the Field of Higher Education in Australia

Autor/in	O'Shea, Sarah
Titel	"Kids from Here Don't Go to Uni": Considering First in Family Students' Belonging and Entitlement within the Field of Higher Education in Australia
Quelle	In: European Journal of Education, 56 (2021) 1, S.65-77 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12434
Schlagwörter	Socioeconomic Background; First Generation College Students; College Graduates; Achievement; Sense of Community; Expectation; College Environment; Behavior Standards; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Sozioökonomische Lage; Hochschulabsolvent; Hochschulabsolventin; Performance; Leistung; Expectancy; Erwartung; Hochschulumwelt; Ausland; Australien
Abstract	Increasingly students from diverse backgrounds are attending university, many from contexts where accessing higher education is the exception rather than the norm. We know that these learners often have a lower sense of belonging when compared to their second or third generation peers but how this is experienced at an individual level remains unclear. This article explores how current and graduated students articulated their belonging within the higher education environment and how understandings of entitlement played into this conceptualisation. Drawing on Bourdieu's concepts of field and habitus, particularly the notion of cleft habitus (habitus clivé), this article seeks to explore how learners negotiate their status both as "university students" and "graduates." Utilising interviews and surveys conducted with enrolled and graduated first in family learners, the focus is on those who are regarded as successful in the sense of meritocratic achievements and degree conferral. This richly descriptive data points to the emotional undercurrents and relational complexity that attending university can have for those with no generational biographical belonging to this environment and the ways in which learners negotiate between existing and new expectations and norms. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01