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Considering the Cultural Strengths of Older First Generation University Students: An Australian Perspective

Chapter


Abstract


  • Drawing on research conducted with older first generation (FG) students studying at

    a regional Australian university, this chapter explores how attending university

    interacted with the apriori life experiences of both learners and their families.

    Adopting a narrative inquiry approach, participants in two studies were encouraged

    to reflect deeply on their experiences of ‘moving into’ the university environment with

    particular reference to how they drew upon their life and work experiences in their

    transition and engagement with higher education. This analysis draws upon the

    Community Cultural Wealth framework developed by Yosso (2005), which recognises

    the cultural strengths of diverse student groups. In addition the work of Sen (1992,

    2003) provides further theoretical framing to contextualize how older, FG students

    managed this return to learning, with particular reference to the relative freedoms

    individuals had access to during this transition. The focus of this chapter is the ways

    in which older students defined and enacted ‘success’ within the tertiary

    environment, including the ways in which they utilised existing knowledges and skills

    in this enactment.

Publication Date


  • 2018

Citation


  • O'Shea, S. (2018). Considering the Cultural Strengths of Older First Generation University Students: An Australian Perspective. In A. Bell & L. J. Santamaria (Eds.), Understanding Experiences of First Generation University Students: Culturally Responsive and Sustaining Methodologies (pp. 143-163). London, United Kindgom: Bloomsbury. https://www.bloomsbury.com/au/understanding-experiences-of-first-generation-university-students-9781350031845/

International Standard Book Number (isbn) 13


  • 9781350031845

Book Title


  • Understanding Experiences of First Generation University Students: Culturally Responsive and Sustaining Methodologies

Start Page


  • 143

End Page


  • 163

Place Of Publication


  • London, United Kindgom

Abstract


  • Drawing on research conducted with older first generation (FG) students studying at

    a regional Australian university, this chapter explores how attending university

    interacted with the apriori life experiences of both learners and their families.

    Adopting a narrative inquiry approach, participants in two studies were encouraged

    to reflect deeply on their experiences of ‘moving into’ the university environment with

    particular reference to how they drew upon their life and work experiences in their

    transition and engagement with higher education. This analysis draws upon the

    Community Cultural Wealth framework developed by Yosso (2005), which recognises

    the cultural strengths of diverse student groups. In addition the work of Sen (1992,

    2003) provides further theoretical framing to contextualize how older, FG students

    managed this return to learning, with particular reference to the relative freedoms

    individuals had access to during this transition. The focus of this chapter is the ways

    in which older students defined and enacted ‘success’ within the tertiary

    environment, including the ways in which they utilised existing knowledges and skills

    in this enactment.

Publication Date


  • 2018

Citation


  • O'Shea, S. (2018). Considering the Cultural Strengths of Older First Generation University Students: An Australian Perspective. In A. Bell & L. J. Santamaria (Eds.), Understanding Experiences of First Generation University Students: Culturally Responsive and Sustaining Methodologies (pp. 143-163). London, United Kindgom: Bloomsbury. https://www.bloomsbury.com/au/understanding-experiences-of-first-generation-university-students-9781350031845/

International Standard Book Number (isbn) 13


  • 9781350031845

Book Title


  • Understanding Experiences of First Generation University Students: Culturally Responsive and Sustaining Methodologies

Start Page


  • 143

End Page


  • 163

Place Of Publication


  • London, United Kindgom