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“I generally say I am a mum first . . . but I’m studying at uni”: The narratives of first-in-family, female caregivers transitioning into an Australian university

Journal Article


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Abstract


  • The university student experience is both evolving and diverse. Increasing numbers of

    older students are accessing universities worldwide, and also access for student equity

    groups is a key policy driver in countries such as the United Kingdom, Australia,

    United States, and others. However, among this change and flux, how individuals

    manage their transition into this environment with reference to new and existing

    identities is worthy of further exploration. This article draws on 2 separate but

    complementary Australian research projects that explored the experiences of students

    who had all commenced university after a significant gap in learning. The participants

    that feature in this article are all female caregivers who also identified as being

    first-in-family to come to university. The article seeks to explore how the women

    managed this move into this tertiary environment and also the ways in which student

    and caregiving identities interacted. The article presents narrative vignettes derived

    from the collective voices of participants, each of which explores key facets of this

    return to learning.

Publication Date


  • 2015

Citation


  • O'Shea, S. (2015). “I generally say I am a mum first . . . but I’m studying at uni”: The narratives of first-in-family, female caregivers transitioning into an Australian university. Journal of Diversity in Higher Education, 8 (4), 243-257.

Scopus Eid


  • 2-s2.0-84924529851

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3014&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2015

Number Of Pages


  • 14

Start Page


  • 243

End Page


  • 257

Volume


  • 8

Issue


  • 4

Abstract


  • The university student experience is both evolving and diverse. Increasing numbers of

    older students are accessing universities worldwide, and also access for student equity

    groups is a key policy driver in countries such as the United Kingdom, Australia,

    United States, and others. However, among this change and flux, how individuals

    manage their transition into this environment with reference to new and existing

    identities is worthy of further exploration. This article draws on 2 separate but

    complementary Australian research projects that explored the experiences of students

    who had all commenced university after a significant gap in learning. The participants

    that feature in this article are all female caregivers who also identified as being

    first-in-family to come to university. The article seeks to explore how the women

    managed this move into this tertiary environment and also the ways in which student

    and caregiving identities interacted. The article presents narrative vignettes derived

    from the collective voices of participants, each of which explores key facets of this

    return to learning.

Publication Date


  • 2015

Citation


  • O'Shea, S. (2015). “I generally say I am a mum first . . . but I’m studying at uni”: The narratives of first-in-family, female caregivers transitioning into an Australian university. Journal of Diversity in Higher Education, 8 (4), 243-257.

Scopus Eid


  • 2-s2.0-84924529851

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3014&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2015

Number Of Pages


  • 14

Start Page


  • 243

End Page


  • 257

Volume


  • 8

Issue


  • 4