Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/112480
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dc.contributor.authorLuzeckyj, A.en
dc.contributor.authorMcCann, B.en
dc.contributor.authorGraham, C.en
dc.contributor.authorKing, S.en
dc.contributor.authorMcCann, J.en
dc.date.issued2017en
dc.identifier.citationHigher Education Research and Development, 2017; 36(6):1237-1250en
dc.identifier.issn0729-4360en
dc.identifier.issn1469-8366en
dc.identifier.urihttp://hdl.handle.net/2440/112480-
dc.description.abstractFirst in Family (FiF) is an under-recognised equity grouping which may encompass low-SES, mature-aged, regional and remote, and Indigenous students. FiF tertiary students are more likely to be in a position of educational disadvantage over students who have other family members available to share the experience of university life and discuss aspirations. Building on previous research, we conducted semi-structured interviews with 18 FiF university students from a range of disciplines across three South Australian institutions. We analysed the interview data based on themes derived through readings of FiF literature, adding new ones as they emerged as part of the process of analysis. In this paper, we specifically focus on the interview responses which included metaphors or analogies. Metaphors provide a conceptual framework for thinking about a particular problem and drawing comparisons between unlike situations. Our experience as educators told us that students often subtly and unintentionally utilise metaphors when articulating lived experiences. We both specifically asked the FiF students to identify a metaphor that reflected their experience of being at university and also considered their use of metaphors in response to other questions. In exploring these metaphors, we have gained insight into students’ day-to-day experience of attending university and have gained information about their motivations and their struggles. When considered by university staff and policy-makers, this information could be used to guide the development of strategies that may help future FiF students.en
dc.description.statementofresponsibilityAnn Luzeckyj, Ben McCann, Charmaine Graham, Sharron King and Jacqui McCannen
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.rights© 2017 HERDSAen
dc.source.urihttp://dx.doi.org/10.1080/07294360.2017.1300138en
dc.subjectFirst in Family; first generation; higher education; managing transition; metaphor; narrative motivations for attending universityen
dc.titleBeing First in Family: motivations and metaphorsen
dc.typeJournal articleen
dc.identifier.rmid0030072309en
dc.identifier.doi10.1080/07294360.2017.1300138en
dc.identifier.pubid357754-
pubs.library.collectionCentre for Learning and Professional Development publicationsen
pubs.library.teamDS14en
pubs.verification-statusVerifieden
pubs.publication-statusPublisheden
dc.identifier.orcidMcCann, B. [0000-0002-3545-1683]en
Appears in Collections:Centre for Learning and Professional Development publications

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