Understanding Experiences of First Generation University Students Culturally Responsive and Sustaining Methodologies
Produktdetaljer
Biografisk notat
Amani Bell is the Innovative Research Universities Vice-Chancellors' Fellow and an honorary Senior Lecturer at the University of Sydney, Australia. Her research takes a participatory approach to exploring the challenges and opportunities of higher education.
Lorri J. Santamaría is an Associate Professor in the Faculty of Education at the University of Auckland, New Zealand. She is an expert in culturally responsive education and the impact of cultural and linguistic diversity on the field of educational leadership.
Much like the students who populate the pages of this manuscript, the editors and authors of <i>Understanding Experiences of First Generation University Students</i> chart new academic territory with their well-researched and poignantly-rendered cross-cultural examination of the lived experiences of first-generation students. Their explication of narrative forms of data and storytelling gives voice and agency to countless numbers of students who might not otherwise be heard.
Michael J. Siegel, Associate Professor of Higher Education, Suffolk University, USA
This book offers much hope for first generation students, through its deep exploration of strategy and experience that has indeed formulated a culturally responsive model to enhance equitable education.
Juanita Sherwood, Professor and Acting Deputy Vice Chancellor, Indigenous Strategy and Services, University of Sydney, Australia
Over the past few decades universities have opened their doors to students whose parents and grandparents were historically excluded from societal participation and higher education for reasons associated with racial, ethnic, socio-economic and/or linguistic diversity. Many of these students are first generation - or first in their family to attend university. While some progress has been made in responding to the needs of these internationally underserved learners, many challenges remain.
This edited book features the unique and diverse experiences of first generation students as they transition into and engage with higher education whilst exploring ways in which universities might better serve these students. With reference to culturally responsive and sustaining research methodologies undertaken in Australia, Canada, New Zealand, South Africa, the UK and the USA, the contributors critically examine how these students demonstrate resilience within university, and ways in which success and challenges are articulated. Elements that are unique to context and shared across the international higher education milieu are explored. The book is replete with diverse student voices, and compelling implications for practice and future research.
The studies featured are centred on underlying theories of identity and intersectionality while valuing student voices and experiences. Throughout, the emphasis is on using strengths-based indigenous and decolonised methodologies. Through these culturally sustaining approaches, which include critical incident technique, participatory learning and action, talanoa and narrative inquiry, the book explores rich data on first generation student experiences at seven institutions in six countries across four continents.
List of Figures
Notes on Contributors
Series Editors Foreword
Foreword, Arnetha F. Ball with Lorri J. Santamaría
1. Introduction: Why Focus on First Generation Students?, Amani Bell and Lorri J. Santamaría
2. Excavating Stories of First Generation Students in Aotearoa New Zealand, ‘Ema Wolfgramm-Foliaki and Lorri J. Santamaría
3. Experiences of Indigenous and Non-Indigenous First Generation Students at an Australian
University, Amani Bell and Matthew Benton
4. University Practices That Help Canadian First Generation Student Success, Airini and Sereana Naepi
5. Factors Affecting the Success of First Generation University Students at a South African University, Roisin Kelly-Laubscher, Moragh Paxton, Ziyanda Majombozi and Samukele Mashele
6. Transitions of First Generation Students to Higher Education in the UK, Claire Hamshire, Rachel Forsyth and Catherine Player
7. Considering the Cultural Strengths of Older First Generation University Students: An Australian Perspective, Sarah O’Shea
8. As They See It: First Generation College Students and Photovoice, Rashne R. Jehangir and Veronica Deenanath
9. Conclusion: Beyond Listening to First Generation Students Amani Bell and Lorri J. Santamaría
Index
As the number of students attending higher education has increased globally, there has been an increasing focus on student experiences of higher education. Understanding how students experience higher education in different national, institutional and disciplinary settings has become increasingly important to researchers, practitioners and policy makers.
The series publishes theoretically robust and empirically rigorous studies of students’ experiences, including a broad range of elements such as student life, engagement in degree courses and extracurricular activities, experiences of feedback and assessment, student representation and students’ wider lives. It offers a richer understanding of the different meanings of being a student in higher education in the 21st century.
Advisory Board:
David Boud, University of Technology, Sydney, Australia
Claire Callender, Birbeck, University of London, UK
Isak Froumin, Higher School of Economics, Russia
Carlos González Ugalde, Pontificia Universidad Católica
de Chile, Chile
Kimberly A. Griffin, University of Maryland, USA Sylvia
Hurtado, UCLA, USA
Sylvia Hurtado, UCLA, USA
David James, University of Cardiff, UK
Shi Jinghuan, Tsinghua University, China
Simon Marginson, UCL Institute of Education, UK
Sioux McKenna, Rhodes University, South Africa
Monica McLean, University of Nottingham, UK
Bjørn Stensaker, University of Oslo, Norway
Satoshi Watanabe, Hiroshima University, Japan
Hong Zhu, Peking University, China
Produktdetaljer
Biografisk notat
Amani Bell is the Innovative Research Universities Vice-Chancellors' Fellow and an honorary Senior Lecturer at the University of Sydney, Australia. Her research takes a participatory approach to exploring the challenges and opportunities of higher education.
Lorri J. Santamaría is an Associate Professor in the Faculty of Education at the University of Auckland, New Zealand. She is an expert in culturally responsive education and the impact of cultural and linguistic diversity on the field of educational leadership.