Trailblazing: Motivations and relationship impacts for first-in-family enabling students

Sarah O'Shea; Josephine May; Cathy Stone; Janine Delahunty

doi:10.1057/978-1-137-58284-3_5

Trailblazing: Motivations and relationship impacts for first-in-family enabling students

Sarah O'Shea, Josephine May, Cathy Stone, Janine Delahunty

Research output: Book chapter/Published conference paper › Chapter (peer-reviewed) › peer-review

Abstract

This chapter investigates the experiences of first-in-family (FiF) enabling students as they reflect on their participation in university. Due to the widening participation agenda, this cohort is increasing annually in Australia although they are little researched. The data have been harvested from interviews and surveys and analysed using biographical method to explore these enabling students’ motivations and relationship impacts. The chapter shows how their motivations are deeply embedded and complexly formulated within temporal and relational contexts as well as within their broader social, cultural and economic locations. Their trailblazing engagement in higher education (HE) is shown to be a social as much as an individual action, having impacts far beyond the transformations that the enabling learner personally experiences.

Original language	English
Title of host publication	First-in-family students, university experience and family life
Subtitle of host publication	Motivations, transitions and participation
Editors	Sarah O'Shea , Josephine May , Cathy Stone , Janine Delahunty
Place of Publication	London
Publisher	Palgrave Macmillan
Chapter	5
Pages	97-117
Number of pages	21
Edition	1st
ISBN (Electronic)	9781137582843
ISBN (Print)	9781137582836
DOIs	https://doi.org/10.1057/978-1-137-58284-3_5
Publication status	Published - 05 Apr 2017

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10.1057/978-1-137-58284-3_5

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O'Shea, S., May, J., Stone, C., & Delahunty, J. (2017). Trailblazing: Motivations and relationship impacts for first-in-family enabling students. In S. OS., J. M., C. S., & J. D. (Eds.), First-in-family students, university experience and family life: Motivations, transitions and participation (1st ed., pp. 97-117). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-58284-3_5

O'Shea, Sarah ; May, Josephine ; Stone, Cathy et al. / Trailblazing : Motivations and relationship impacts for first-in-family enabling students. First-in-family students, university experience and family life: Motivations, transitions and participation. editor / Sarah O'Shea ; Josephine May ; Cathy Stone ; Janine Delahunty. 1st. ed. London : Palgrave Macmillan, 2017. pp. 97-117

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abstract = "This chapter investigates the experiences of first-in-family (FiF) enabling students as they reflect on their participation in university. Due to the widening participation agenda, this cohort is increasing annually in Australia although they are little researched. The data have been harvested from interviews and surveys and analysed using biographical method to explore these enabling students{\textquoteright} motivations and relationship impacts. The chapter shows how their motivations are deeply embedded and complexly formulated within temporal and relational contexts as well as within their broader social, cultural and economic locations. Their trailblazing engagement in higher education (HE) is shown to be a social as much as an individual action, having impacts far beyond the transformations that the enabling learner personally experiences.",

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Trailblazing: Motivations and relationship impacts for first-in-family enabling students. / O'Shea, Sarah; May, Josephine; Stone, Cathy et al.
First-in-family students, university experience and family life: Motivations, transitions and participation. ed. / Sarah O'Shea; Josephine May; Cathy Stone; Janine Delahunty. 1st. ed. London: Palgrave Macmillan, 2017. p. 97-117.

Research output: Book chapter/Published conference paper › Chapter (peer-reviewed) › peer-review

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AB - This chapter investigates the experiences of first-in-family (FiF) enabling students as they reflect on their participation in university. Due to the widening participation agenda, this cohort is increasing annually in Australia although they are little researched. The data have been harvested from interviews and surveys and analysed using biographical method to explore these enabling students’ motivations and relationship impacts. The chapter shows how their motivations are deeply embedded and complexly formulated within temporal and relational contexts as well as within their broader social, cultural and economic locations. Their trailblazing engagement in higher education (HE) is shown to be a social as much as an individual action, having impacts far beyond the transformations that the enabling learner personally experiences.

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Trailblazing: Motivations and relationship impacts for first-in-family enabling students

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