First-in-Family students’ roots and routes into higher education: Familial dynamics as drivers for breaking intergenerational cycles of educational attainment DOI Creative Commons
Franziska Lessky

European Educational Research Journal, Journal Year: 2024, Volume and Issue: unknown

Published: Dec. 29, 2024

This study fills significant gaps in knowledge around how familial dynamics shape First-in-Family students’ educational pathways, inform they engage with the higher education setting, and drive them to break intergenerational cycles of attainment. Twenty-seven interviews students four public universities Austria revealed three drivers: aligning expectations, leaving one’s social milieu emancipation from orientations. The paper argues that these drivers not only why but also organise their contacts during university (e.g. different forms engagement connection family community outside university). findings suggest we need take subjective dimensions into account if aim improve targeted support enhance quality learning experiences for all students. Furthermore, acknowledge a growing diversity student population might mean greater reasons pursue education, which should be accompanied critical reflections on needs can met post-pandemic foster retention success.

Language: Английский

Students' feelings in higher education: A first investigation in Italy with the University Students Belonging Scale DOI Creative Commons
Marina Galioto, Ivan Giuseppe Cammarata,

Marirosa Fortunato Priore

et al.

Social Sciences & Humanities Open, Journal Year: 2025, Volume and Issue: 11, P. 101393 - 101393

Published: Jan. 1, 2025

Language: Английский

Citations

0
Coming to belong in the university through small acts of connection DOI Creative Commons
Rola Ajjawi, Juan Fischer, Chie Adachi

et al.

Studies in Higher Education, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 13

Published: March 3, 2025

Language: Английский

Citations

0
Racialized Geopolitics and Disrupted Belonging: Students’ Emotional Entanglements After a Campus Closure Announcement DOI Creative Commons
Sara Hillman,

Tim Tizon,

A. Kannan

et al.

International Journal of Applied Linguistics, Journal Year: 2025, Volume and Issue: unknown

Published: March 20, 2025

ABSTRACT This study explores the emotional entanglements and lived experiences of students at an English‐medium international branch campus in Middle East following announcement its closure. Using interpretive phenomenological approach, it examines how students’ emotions are deeply intertwined with identity racialized geopolitics shaping their transnational institutional belonging. In‐depth, semi‐structured interviews were conducted 12 Asian Arab students, whose non‐citizen status made them particularly vulnerable to closure's consequences. A thematic analysis revealed three overarching themes: disruption belonging, geopolitical frustrations, increased solidarity among peers. The closure not only created uncertainty around academic trajectories but also intensified feelings othering discrimination tied broader racialized, dynamics. However, shared experience upheaval cultivated a sense camaraderie as bonded over and, for some, reaffirmed identities within campus. contributes growing body research on enmeshed identity, power, space. It illustrates decisions higher education contexts can disrupt trajectories, reshape personal collective identities, impact belonging well‐being.

Language: Английский

Citations

0
Belonging Interrupted: Toward an Understanding of How Virtual Learning Impedes Women Students’ Belonging in Engineering DOI Creative Commons
Linda DeAngelo, Danielle Lewis, Erica M. McGreevy

et al.

Innovative Higher Education, Journal Year: 2024, Volume and Issue: 49(5), P. 823 - 847

Published: May 11, 2024

Abstract Although the effects of COVID-19 were felt by all students, pandemic exacerbated barriers to belonging for women in engineering. Little work date has investigated women’s experiences during disciplines that are hallmarked masculinity. What scholarship been completed on pandemic-necessitated virtual instruction not examined how and sense differed college year which this disruption their learning environment occurred. Utilizing data from seven focus groups conducted March 2022 with 22 study investigates pandemic-induced is related within engineering majors. We found only caused had differential outcomes but these differences mainly This highlights importance focusing issues as transition into major. offer implications recommendations practice research based found.

Language: Английский

Citations

3
Rethinking Student Belonging, Engagement, and Success: An Equity Perspective DOI Creative Commons
Sarah O’Shea

Published: April 29, 2024

The last weeks have seen a flurry of activity across the Australian university sector with release Universities Accord Final Report. While I write, there is vigorous debate occurring, deliberating both Accord’s strengths and its inherent limitations, one latter being apparent perpetuation low expectations for students disability (see McLennan, 2024). Whilst relative merits some report’s recommendations been questioned, little doubt that this document—and associated review process—have succeeded in placing educational equity at centre any future imaginings higher education system. This welcome news many us who worked alongside from more diverse backgrounds witnessed obstacles encountered their journeys. To address these other enduring issues, recommends significant changes include accessible preparatory programs students, better integrated tertiary system, and—of course—increases student funding support. But would argue are other, far fundamental, issues also need to be addressed if we achieve ultimate goal “better fairer system”. (Department Education, 2024, p. 23)

Language: Английский

Citations

1
Initial teacher education seminars and minority ethnic students: exploring dialogic teaching and engagement DOI
Daniela Rothwell

Teaching in Higher Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 19

Published: June 15, 2024

This small-scale action research acts on the calls for more inclusive and holistic higher education. It explores impact of dialogic teaching approaches student engagement, focusing experiences initial teacher education students from ethnic minority backgrounds. The qualitative analysis reveals how these practices increase engagement contribute to better experiences. Dialogic cultivates safe learning spaces empowers freely during seminars, improving their social, emotional, personal with learning. included in this study also perceived as by supporting them forming relationships. However, suggests that they do not fully remove all barriers engagement. Therefore, further is needed examine both benefits complexities pedagogies HE extent which fostering within multicultural university settings.

Language: Английский

Citations

1
When I say … belonging DOI
Sherese B. Johnson, Tasha R. Wyatt, Abigail Konopasky

et al.

Medical Education, Journal Year: 2024, Volume and Issue: unknown

Published: Dec. 5, 2024

Citations

0
Do We Feel the Same? Sense of Belonging at University in Italy: A Pilot Study to Measure Students’ Levels of Attachment Among Programs DOI
Marina Galioto, Ivan Giuseppe Cammarata,

Marirosa Fortunato Priore

et al.

Published: Jan. 1, 2024

Language: Английский

Citations

0
First-in-Family students’ roots and routes into higher education: Familial dynamics as drivers for breaking intergenerational cycles of educational attainment DOI Creative Commons
Franziska Lessky

European Educational Research Journal, Journal Year: 2024, Volume and Issue: unknown

Published: Dec. 29, 2024

This study fills significant gaps in knowledge around how familial dynamics shape First-in-Family students’ educational pathways, inform they engage with the higher education setting, and drive them to break intergenerational cycles of attainment. Twenty-seven interviews students four public universities Austria revealed three drivers: aligning expectations, leaving one’s social milieu emancipation from orientations. The paper argues that these drivers not only why but also organise their contacts during university (e.g. different forms engagement connection family community outside university). findings suggest we need take subjective dimensions into account if aim improve targeted support enhance quality learning experiences for all students. Furthermore, acknowledge a growing diversity student population might mean greater reasons pursue education, which should be accompanied critical reflections on needs can met post-pandemic foster retention success.

Language: Английский

Citations

0