Abstract
In this paper, we present the results of two student projects focusing on the experiences of first-generation learners, i.e. university students whose parents have attained at highest secondary education (FGCS = first-generation college students). We specifically focus on the (re)constructions of student identity in the first stages of study based on the assumption that the transition from high school to the university environment marks entry into a new social and cultural world. And first-generation learners may be equipped with different resources to cope with this important point in their personal development (Crafter, Maunder, & Soulsby, 2019).
The study is based on 23 interviews originating from two students' projects. The interviews explored the experiences of university students studying for a bachelor's degree. They represented a variety of disciplines, particularly humanities and social sciences and sciences, including medical sciences. The age range of the students was from 19 - 24. None of the parents of the children had achieved a higher level of education than secondary. Socioeconomic background varied.
The results present three groups of identity trajectories describing the processes of forming identities relevant to the study 1) resistant learners 2) struggling learners 3) engaged learners.