First-Generation Tertiary Students: Access is not the Same as Support

Publisher:
International Journal of Innovation, Creativity and Change
Publication Type:
Journal Article
Citation:
International Journal of Innovation, Creativity and Change, 2017, 3 (3), pp. 43 - 60
Issue Date:
2017-11-13
Full metadata record
Files in This Item:
Filename Description Size
3Krystal_Campbell.pdfPublished Version212.77 kB
Adobe PDF
Krystal Campbell.docxAccepted Manuscript Version44.54 kB
Microsoft Word XML
This paper argues that despite the various psychosocial factors affecting the mental health of first-generation students (FGS) in higher education, an integrated support system at the institutional level can help students overcome many of the barriers to success at university. The literature points to such factors as the social incongruity between their different worlds, lack of cultural capital, stigma of social status, and psychological factors such as imposter syndrome, and achievement guilt. All these lead to stress and anxiety, and the additional stigma associated with mental health discussions compounds the issue, and worsens the effect of these factors. This paper is based on a collaborative, relational auto-ethnographic analysis by a dyad of two women, three decades apart in age, but brought together in their roles as FGS student and educator.
Please use this identifier to cite or link to this item: