LEADER 01150nam0-22003971i-450- 001 990005479080203316 005 20010829120000.0 035 $a000547908 035 $aUSA01000547908 035 $a(ALEPH)000547908USA01 035 $a000547908 100 $a20010829d1994-------|0frac50------ba 101 $afre 102 $aFR 105 $a|||| ||||| 200 1 $aStatistique textuelle$fL. Lebart, A. 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Setting the Scene -- 2. The Lack of What ??: First-in-Family Learners and their University Experience -- 3. Disrupting the Deficit ? Beyond Notions of Lack for First-in-Family Students -- 4. What Am I Waiting for? - Part II - 5. Trailblazing: Motivations and Relationship Impacts for First-in-Family Enabling Students -- 6. The Online Student Experience: New Challenges for Engagement and Support -- 7. ?So How Was Big School Today?? Family Perceptions of HE Participation -- 8. Parents Managing University and Family Life -- 9. Motivated Men: First-in-Family Male Students -- 10. ?Hey You! You've Got This and You Are Smart': Motivated Women Drawing on ?Sisu? to Persist and Succeed at University -- 11. Concluding Thoughts. 330 $aThis open access book, now in its second edition, offers a comprehensive overview of the experiences of First in Family (FiF) or first-generation students in higher education. It draws upon narratives of students and their family members and spans the entire university student life cycle (pre-entry, commencement, progression and graduation) with a focus on specific cohorts including mature-aged students, parents or carers, as well as the differentiated experiences of male and female learners. With research drawn from three major research projects and including over 650 FiF students from across all Australian states and territories, as well as Europe, this wealth of perspectives provides unique insights into the lived reality of attending university in contemporary higher education settings. The book is written for a broad audience and will appeal to those working in universities, as well as family members and students who may be contemplating participating in higher education. Sarah O?Shea works with Curtin University and the University of Wollongong, Australia. As a higher education researcher, she considers how under-represented student cohorts enact success within university settings. Josephine R. May is Honorary Associate Professor at the University of Newcastle, Australia. Her research focuses on the history of education. Cathy Stone is Conjoint Associate Professor with the University of Newcastle, Australia. Her research focuses on students who are first in family, mature age, regional and remote, and studying online. Janine Delahunty is Honorary Fellow at the University of Wollongong, Australia, with research that embraces the diverse perspectives of equity students, staff, online learners and teachers. 606 $aEducational sociology 606 $aEducation, Higher 606 $aSocial structure 606 $aEquality 606 $aCareer education 606 $aSociology 606 $aSocial groups 606 $aSociology of Education 606 $aHigher Education 606 $aSocial Structure 606 $aCareer Skills 606 $aSociology of Family, Youth and Aging 615 0$aEducational sociology. 615 0$aEducation, Higher. 615 0$aSocial structure. 615 0$aEquality. 615 0$aCareer education. 615 0$aSociology. 615 0$aSocial groups. 615 14$aSociology of Education. 615 24$aHigher Education. 615 24$aSocial Structure. 615 24$aCareer Skills. 615 24$aSociology of Family, Youth and Aging. 676 $a378.198 686 $aEDU015000$aEDU031000$aEDU040000$aSOC026000$aSOC026010$2bisacsh 700 $aO'Shea$b Sarah$0896283 701 $aMay$b Josephine$f1950-$01592325 701 $aStone$b Cathy$01588886 701 $aDelahunty$b Janine$01588887 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910745585303321 996 $aFirst-In-Family Students, University Experience and Family Life$93908899 997 $aUNINA