Purpose: This systematic review critically examines the empirical literature on educational aspirations of first-generation learners in higher education, with a focused lens on India. It aims to illuminate both structural barriers and unique strengths shaping these students experiences, responding to gaps in research about aspirations beyond secondary schooling and within diverse Indian regional contexts. Design/methodology/approach: Following PRISMA guidelines, a comprehensive search was conducted across Google Scholar, Scopus, Web of Science, and ERIC, screening 612 records from 1953 to 2025. After rigorous title, abstract, and full-text screening, 82 studies were synthesised through thematic analysis. The review integrates global conceptualisations of aspiration, international higher education perspectives, and Indian empirical studies to frame the experiences of first-generation learners. Findings: The review reveals that aspirations are multifaceted, shaped by social, cultural, and institutional factors. Research highlights intersecting inequalities of caste, class, gender, and region that mediate educational outcomes. However, Indian higher education research predominantly focuses on elite institutions and quantitative metrics, neglecting qualitative, intersectional, and regionally diverse voices, especially from eastern India. Originality/value: By foregrounding aspirations alongside systemic barriers, this review challenges deficit models of first-generation learners. It identifies critical research gaps, advocating for nuanced qualitative and intersectional scholarship focused on underrepresented regions and state universities in India to inform equitable policy and practice in higher education.
Sinha et al. (Tue,) studied this question.
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