Trailblazing: Motivations and Relationship Impacts for First-in-Family Enabling Students-Reference-Cited by-同舟云学术

Trailblazing: Motivations and Relationship Impacts for First-in-Family Enabling Students

Published:2023-09-24 Issue: Volume: Page:123-146
ISSN:
Container-title:First-in-Family Students, University Experience and Family Life
language:
Short-container-title:

Author:

O’Shea Sarah,May Josephine,Stone Cathy,Delahunty Janine

Abstract

AbstractThis chapter investigates the experiences of first-in-family enabling students as they reflect on their participation in university. Due to university outreach and participation agendas, this cohort is increasing annually in Australia although they are little researched. The data has been harvested from interviews and surveys and analysed using biographical method to explore these enabling students’ motivations and relationship impacts. The chapter shows how their motivations are deeply embedded and complexly formulated within temporal and relational contexts as well as within their broader social, cultural and economic locations. Their trailblazing engagement in higher education is shown to be a social as much as an individual action, having impacts far beyond the transformations that the enabling learner personally experiences.

Publisher

Springer International Publishing

Link

https://link.springer.com/content/pdf/10.1007/978-3-031-34451-0_5

Reference30 articles.

1. Australian Department of Education. (2022a). Higher education statistics: 2020 Section 1 commencing students. https://www.education.gov.au/higher-education-statistics/resources/2020-section-1-commencing-students

2. Australian Department of Education. (2022b). Higher education statistics: 2020 Section 2 all students. https://www.education.gov.au/higher-education-statistics/resources/2020-section-2-all-students

3. Baik, C., Naylor, R., & Arkoudis, S. (2015). The first year experience in Australian Universities: Findings from two decades, 1994–2014. Melbourne Centre for the Study of Higher Education, The University of Melbourne.

4. Boyle, S., & Abdullah, A. B. M. (2015). Factors influencing engagement with higher education pathway programs. The Journal of Developing Areas, 49(5), 169–182.

5. Bunn, R. J. (2013). “I wanted to prove I had a brain … and give my life a purpose”: Preliminary analysis of survey responses of former Open Foundation students on their lives before, during and after completing the program. Paper presented at the Flexibility: Pathways to Participation, 5th National Association of Enabling Educators of Australia Conference, Australian Catholic University, Melbourne, Victoria.