Abstract

First generation students (FGS), those who are the first in their family to attend university, face multiple barriers to HE and are less likely than their more advantaged peers to apply, be accepted or to complete their studies. Much research has been conducted on widening participation and the retention of FGS, including their development of a sense of belonging. FGS who become HE lecturers exemplify those who were able to overcome their disadvantages and who developed such a sense of belonging that they chose to stay and develop academic careers. Examination of the experiences and perspectives of HE lecturers who had been FGS provides an opportunity to understand the factors that supported the retention of these individuals in HE and could inform recommendations for widening participation strategies in the future. This is underexplored in the literature. This study utilised an online qualitative survey to explore the experiences of fourteen teaching staff in HE who had been FGS. Thematic analysis identified three key themes - forging a new path, institutional support and transformational futures - or put simply, what brought participants to HE, what helped keep them there and how these experiences have informed their subsequent practice as academics.