The Lack of What …?: First-in-Family Learners and Their University Experience

Abstract

AbstractThis chapter explores how the First-in-Family (FiF) cohort is theorised and defined in various geographical and cultural contexts. Beginning with a critique around a lack of clarity of this cohort, the chapter moves to a review of related topics within the broad field of university participation and student engagement. O’Shea, May, Stone and Delahunty demonstrate the ways in which the FiF group is collectively framed as ‘lacking’. This deficit is articulated through reference to cultural, social, familial, academic and economic capitals. The chapter discusses how this focus on lack only serves to further disenfranchise these learners, arguably contributing to a pervasive sense of dislocation within the higher education environment. Chapter 3 continues this discussion by ‘disrupting’ this deficit framing through reference to narrative vignettes derived from the research projects.