Gendering the First-in-Family Experience: Transitions, Liminality, Performativity

First-in-family students continue to be under-represented in higher education internationally, and this book offers a fresh perspective by examining the gendered and classed subjectivities of 48 Australian students in the First-in-Family Project. 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, drawing on liminality to provide theoretical insight.

Format: Paperback / softback
Length: 206 pages
Publication date: 29 January 2024
Publisher: Taylor & Francis Ltd

Despite ongoing efforts to increase participation, first-in-family students, as an equity group, continue to be significantly underrepresented in higher education globally. This book delves into and examines the gendered and classed subjectivities of 48 Australian students participating in the First-in-Family Project, offering a unique perspective on the study of youth in transition. By drawing on the concept of liminality, the authors aim to provide theoretical insights into how these students navigate multiple overlapping and mutually informing transitions into and from higher education, the family, service work, and other domains. While research on class disadvantage and widening participation in HE remains robust, there is a significant gap in addressing the gendered experiences of first-in-family students.

Introduction:
First-in-family students, who are the first members of their families to pursue higher education, face unique challenges and barriers that can impact their academic success and overall well-being. Despite efforts to increase participation and promote equity in higher education, these students continue to be severely underrepresented in many countries. This book aims to contribute to the understanding of the gendered and classed subjectivities of first-in-family students by exploring and analyzing their experiences in the context of higher education.

Gendered and Classed Subjectivities:
The authors of this book argue that first-in-family students experience gendered and classed subjectivities that are shaped by their social and cultural backgrounds, as well as their personal experiences and identities. These subjectivities can influence their decisions about pursuing higher education, their experiences within higher education institutions, and their career aspirations. The authors explore how first-in-family students negotiate the gendered expectations and stereotypes associated with their family backgrounds, as well as the class inequalities and barriers they encounter in higher education.

Liminality as a Theoretical Framework:
The authors use the concept of liminality to provide a theoretical framework for understanding the experiences of first-in-family students. Liminality refers to the transitional period between two different states or stages of life, and it is characterized by ambiguity, uncertainty, and a sense of being in between. The authors argue that first-in-family students experience a liminality of identity, where they are simultaneously navigating multiple transitions into and from higher education, the family, service work, and other domains.

Methodology:
The authors conducted a qualitative research study with 48 Australian students participating in the First-in-Family Project. The study involved semi-structured interviews, focus group discussions, and participant observations. The authors used a thematic analysis approach to analyze the data, identifying common themes and patterns across the participants' experiences.

Findings:
The findings of the study reveal that first-in-family students experience a range of gendered and classed subjectivities that impact their academic and personal lives. These subjectivities include feelings of isolation and loneliness, struggles with identity and belonging, and the pressure to meet family expectations and societal norms. First-in-family students also face financial barriers, such as the cost of tuition fees and living expenses, which can make it difficult for them to pursue higher education.

Conclusion:
In conclusion, this book provides a valuable contribution to the study of youth in transition by exploring and analyzing the gendered and classed subjectivities of first-in-family students. The authors argue that first-in-family students experience unique challenges and barriers that require attention and support from higher education institutions and policymakers. By recognizing and addressing these subjectivities, we can work towards creating more inclusive and equitable higher education systems that support the success of all students, regardless of their background or circumstances.

Weight: 453g
Dimension: 234 x 156 (mm)
ISBN-13: 9780367677923