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<p>Students who are the first in family (FIF) to enrol in bachelor’s degree programmes, do not have the same familial cultural, social and economic capital that can help in their transitions into tertiary study than students whose parents are tertiary graduates. This qualitative study explores four FIF students’ experiences of transitioning from secondary school into a Bachelor of Nursing programme offered at one New Zealand polytechnic. It therefore contributes nuance to the abundance of research on FIF students’ experiences of transitioning into university degree programmes. The stressors identified included a lack of academic literacy and information about tertiary education; however, support from family, tutors, friends and classmates was pivotal in navigating the initial transition period. The participants were proud to be role models for other family members. The study identified that FIF students need scaffolding and support until the academic and self-efficacy skills required to succeed in tertiary education become embodied in their habitus.</p>

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Four First in Family Students’ Transition into Degree Study at a Vocational Education Institution

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年2月3日

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  • Claire Foronda,
  • Lee Smith,
  • Jacqui Murray,
  • Joey Domdom

摘要

Students who are the first in family (FIF) to enrol in bachelor’s degree programmes, do not have the same familial cultural, social and economic capital that can help in their transitions into tertiary study than students whose parents are tertiary graduates. This qualitative study explores four FIF students’ experiences of transitioning from secondary school into a Bachelor of Nursing programme offered at one New Zealand polytechnic. It therefore contributes nuance to the abundance of research on FIF students’ experiences of transitioning into university degree programmes. The stressors identified included a lack of academic literacy and information about tertiary education; however, support from family, tutors, friends and classmates was pivotal in navigating the initial transition period. The participants were proud to be role models for other family members. The study identified that FIF students need scaffolding and support until the academic and self-efficacy skills required to succeed in tertiary education become embodied in their habitus.