Understanding the adjustment of first-generation students to higher education: a meta-ethnographic synthesis of qualitative research

Existing research on how first-generation students experience their transition to higher education has identified multiple issues that could affect their successful adjustment to the new life as students. Through a systematic review of qualitative studies, this research identifies and synthesises the most common issues reported in the literature and assesses them against the Critical Cultural Wealth Model. The findings revealed that issues related to socio-emotional crossroads and cultural wealth dimensions, along with their corresponding subdimensions, are the most commonly reported among studies. Still, some additions should be considered to incorporate relevant issues that cannot be associated with the current subdimensions. The article also highlights differences between groups of FGS addressed in the literature that show specific issues affecting their transition experience. Finally, implications for better supporting first-generation students to navigate higher education successfully are discussed.