Filling up silences-first in family students, capital and university talk in the home

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.