"Despite efforts to widen participation, first-in-family students, as an equity group, remain severely underrepresented in higher education internationally. This book explores and analyses the gendered and classed subjectivities of 48 Australian studentsin 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, etc. 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"--
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.
First-in-family students, as an equity group, remain severely underrepresented in higher education internationally. The 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.
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 11Gender, the first-in-family
experience and widening participation
Garth Stahl is an Associate Professor in the School of Education at the University of Queensland and Research Fellow for the Australian Research Council. His research interests lie on the nexus of neoliberalism and socio-cultural studies of education, identity, equity/inequality, and social change. Currently, his research projects and publications encompass theoretical and empirical studies of learner identities, gender and youth, sociology of schooling in a neoliberal age, gendered subjectivities, equity and difference, and educational reform.
Sarah McDonald is an early career researcher in the Centre for Research in Education and Social Inclusion in Education Futures at the University of South Australia. Her current research focuses on how the intersection between gender and class interacts with higher education, and how this interaction impacts upon the construction of feminine identities for young women transitioning into university. She is interested in gendered subjectivities, girlhood, social mobility, social barriers, and inequalities in education.
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