Shape-Shifting and Pushing against the Odds: Staff Perceptions of the Experiences of First Generation Students in South Africa and the UK

Autor/inn/en	Forsyth, Rachel; Hamshire, Claire; Fontaine-Rainen, Danny; Soldaat, Leza
Titel	Shape-Shifting and Pushing against the Odds: Staff Perceptions of the Experiences of First Generation Students in South Africa and the UK
Quelle	In: Australian Educational Researcher, 49 (2022) 2, S.307-321 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Forsyth, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-021-00438-8
Schlagwörter	Foreign Countries; First Generation College Students; Teacher Attitudes; College Faculty; Student Experience; Teacher Role; Role Perception; Inclusion; Discourse Analysis; South Korea; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Fakultät; Studienerfahrung; Lehrerrolle; Role conception; Rollenverständnis; Inklusion; Diskursanalyse; Korea; Republik; Großbritannien
Abstract	The principles of diversity and inclusion are valued across the higher education sector, but the ways in which these principles are translated into pedagogic practice are not always evident. Students who are first in their family to attend university continue to report barriers to full participation in university life. They are more likely to leave their studies early, and to achieve lower grades in their final qualifications, than students whose families have previous experience of higher education. The purpose of this study was to explore whether a mismatch between staff perceptions and students' experiences might be a possible contributor to these disparities. The study explored and compared staff discourses about the experiences of first generation students at two universities, one in the United Kingdom (UK), and the other in South Africa (SA). One-to-one interviews were carried out with 40 staff members (20 at each institution) to explore their views about first generation students. The results showed that staff were well aware of challenges faced by first generation students; however, they were unsure of their roles in relation to shaping an inclusive environment, and tended not to consider how to use the assets that they believed first generation students bring with them to higher education. This paper explores these staff discourses; and considers proposals for challenging commonly-voiced assumptions about students and university life in a broader context of diversity and inclusive teaching practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01