This thesis uses empirical data to explore the experiences of students from a working-class background who are first in their family to attend university, aiming to understand their perceptions of what kind of support they need to transition effectively into and through university. The research was conducted with a sociocultural narrative approach (Grbich, 2013), in order to gather the different perspectives of the six participants who agreed to take part in the study. Their narrative was then analysed to draw out similarities in their experiences, particularly in relation to the challenges they have faced as a university student. Whilst the literature focuses on the academic side of the student journey within higher education, the findings reflect instead a variety of challenges faced by the participants relating to financial insecurity. From the moment the participants transitioned into 1st year they faced issues with making connections with peers due to not being able to afford to attend social events or join societies. Consequently, they felt that wealthier students were able to work less, buy more resources for coursework, and generally have a much less stressful time at university. Much of the comparisons made between the participants and their peers have the lack of economic capital at their root, which is in line with Bourdieu’s theory on this underpinning both cultural and social capital (1986). This thesis demonstrates that the recent cost-of-living crisis (UK Parliament, 2024) is severely impacting those with least money, including HE students. Whilst universities worry about low attendance and lack of engagement, students worry about having money to pay rent and eat. The implications for practice mean that universities may need to make changes to their systems and structures, to accommodate the struggles students are facing.
Thomson Patricia (Sun,) studied this question.