Abstract
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Internationally, research has indicated that returning to education for older learners provides
the means for growth and change, for some students this can translate into a sense
of ‘empowerment’ and control in their personal lives. However, what is not so well
researched is how having a significant ‘other’ present within the university landscape
impacts the household and other family members. Exploring how this return to education
influences others provides a basis for institutional approaches to engaging with and
supporting the lifelong learning of family members, ultimately assisting in the access and
participation of current and future generations. This article draws on research conducted
with first in family students to explore how their participation in the higher education
environment led to conversations in the family around learning. Drawing upon theories
of social and cultural capital, this article reflects upon the flow of capitals between home
and university.