Part I.- 1. Setting the Scene.- 2. The Lack of What …?: First-in-Family Learners and their University Experience.- 3. Disrupting the Deficit – Beyond Notions of Lack for First-in-Family Students.- 4. What Am I Waiting for? - Part II - 5. Trailblazing: Motivations and Relationship Impacts for First-in-Family Enabling Students.- 6. The Online Student Experience: New Challenges for Engagement and Support.- 7. ‘So How Was Big School Today?’ Family Perceptions of HE Participation.- 8. Parents Managing University and Family Life.- 9. Motivated Men: First-in-Family Male Students.- 10. ‘Hey You! You've Got This and You Are Smart': Motivated Women Drawing on ‘Sisu’ to Persist and Succeed at University.- 11. Concluding Thoughts.

This open access book, now in its second edition, offers a comprehensive overview of the experiences of First in Family (FiF) or first-generation students in higher education. It draws upon narratives of students and their family members and spans the entire university student life cycle (pre-entry, commencement, progression and graduation) with a focus on specific cohorts including mature-aged students, parents or carers, as well as the differentiated experiences of male and female learners. With research drawn from three major research projects and including over 650 FiF students from across all Australian states and territories, as well as Europe, this wealth of perspectives provides unique insights into the lived reality of attending university in contemporary higher education settings. The book is written for a broad audience and will appeal to those working in universities, as well as family members and students who may be contemplating participating in higher education. Sarah O’Shea works with Curtin University and the University of Wollongong, Australia. As a higher education researcher, she considers how under-represented student cohorts enact success within university settings. Josephine R. May is Honorary Associate Professor at the University of Newcastle, Australia. Her research focuses on the history of education. Cathy Stone is Conjoint Associate Professor with the University of Newcastle, Australia. Her research focuses on students who are first in family, mature age, regional and remote, and studying online. Janine Delahunty is Honorary Fellow at the University of Wollongong, Australia, with research that embraces the diverse perspectives of equity students, staff, online learners and teachers.

“The authors  O’Shea, Stone, May and Delahunty, all experienced researchers and practitioners, provide an important overview of current research undertaken of the first-in-family (FiF) cohort who are a growing percentage of students who now are completing a university degree and are the first in their family to do so.  As these students have no previous family experience of attending higher education therefore the support mechanism and assistance must be in place to help them succeed both through the institution they attend and the support structures they access.  These easy to read chapters provided here give valuable insights into the experiences of FiF students and those of their family members and ‘significant’ others who go down this challenging path to better their life opportunities.” (Sue Trinidad, Director, National Centre for Student Equity in Higher Education, John Curtin Institute of Public Policy, Australia) “Drawing together a range of perspectives, thisbook opens fresh insights into an important group of university students. It reframes ideas about who participates in higher education, and the identities and expectations they bring to education and social facets of their study. The book explores core facets of university through the lens of large but as-yet under-explored group of students, and furnishes insights for people who work with students, university leaders, and of course students and their families.” (Hamish Coates , Professor of Higher Education, Melbourne CSHE, Australia) “Challenging the reader to consider all of the dimensions and characteristics of first in family (FiF) university students, this book highlights the complexity and richness of these students’ lives and experiences. Drawing on the literature and surveys and interviews with both FiF students and members of their families, this beautifully crafted and written work breaks new ground in ‘disrupting the deficit’ and providing inspiration for university leaders, scholars and practitioners.” (Marcia Devlin, Professor of Learning Enhancement and Deputy Vice-Chancellor (Learning and Quality), Federation University Australia) “Higher education is one of the most efficient mechanisms we have for social mobility. This work serves to remind us, all over again, of HE’s transformative potential and how deeply personal the learning journey is for first-in-family students, their families and communities. Uniquely, it gives voice to previously unexamined segments of this vulnerable population. It thus provides critical new understandings that must be leveraged with immediate intentionality to ensure that inclusion, belonging and success are not left to chance. This is an important contribution and should be read by all in our sector who are committed to the assurance of equity and excellence.” (Sally Kift, Deputy Vice-Chancellor (Academic), James Cook University &President, Australian Learning and Teaching Fellows)

Draws on data of each stage of the student life cycle: pre-entry; transition and progression, completion and graduation Includes the voices of family members such as children, parents and partners and and data from Australasia and Europe Uses the lens of community and family to explore the transition and engagement of first-in-family students This book is open access, which means that you have free and unlimited access

Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.