First-in-Family Students, University Experience and Family Life
Motivations, Transitions and Participation
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Philosophy & Social Aspects, Higher Education
| Author: | Sarah O'Shea, Josephine May, Cathy Stone, Janine Delahunty | ISBN: | 9781137582843 |
| Publisher: | Palgrave Macmillan UK | Publication: | March 13, 2017 |
| Imprint: | Palgrave Macmillan | Language: | English |
| Author: | Sarah O'Shea, Josephine May, Cathy Stone, Janine Delahunty |
| ISBN: | 9781137582843 |
| Publisher: | Palgrave Macmillan UK |
| Publication: | March 13, 2017 |
| Imprint: | Palgrave Macmillan |
| Language: | English |
This book examines the university experiences of first-in-family university students, and how these students’ decisions to return to education impact upon their family members and significant others. While it is well known that parental educational background has a substantial impact on the educational levels of family and dependents, it is unclear how attending university as a first-in-family student translates into the family and community of the learner. With the continuing requirements for higher education institutions to increase the participation of students from a range of diverse backgrounds and educational biographies, this is a major gap in understanding that needs to be addressed.
Exploring how this university participation is understood at an individual, familial and community level, this book provides valuable insights into how best to support different student requirements. This book will be of great interest to students and researchers in the fields of education and sociology, as well as policy-makers in education and diversity initiatives.
This book examines the university experiences of first-in-family university students, and how these students’ decisions to return to education impact upon their family members and significant others. While it is well known that parental educational background has a substantial impact on the educational levels of family and dependents, it is unclear how attending university as a first-in-family student translates into the family and community of the learner. With the continuing requirements for higher education institutions to increase the participation of students from a range of diverse backgrounds and educational biographies, this is a major gap in understanding that needs to be addressed.
Exploring how this university participation is understood at an individual, familial and community level, this book provides valuable insights into how best to support different student requirements. This book will be of great interest to students and researchers in the fields of education and sociology, as well as policy-makers in education and diversity initiatives.
