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King, A (2024) Navigating the unknown: exploring first in family students’ sense of belonging during their transition into university. Masters thesis, University of Gloucestershire. doi:10.46289/ZMWL2458
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Abstract
This research explores first in family students’ sense of belonging at university. Drawing upon data obtained from two focus groups, consisting of four and three participants respectively, and conducted during the participants first and second years, this research focuses on themes of belonging and identity, first in family status, family and school support, and peer connections. A focus group method has been utilised as it facilitates connections between the participants which aids their sense of belonging through recognition of their shared characteristic as first in family students, and through the sharing of experiences. Four female participants were recruited from a range of disciplines within the same university, all were white, one was a care leaver, and all had enrolled straight from secondary school or 6th form college, after having completed their A Levels. All lived away from home during term time. Participant narratives have been analysed using discursive psychology, which considers the interactional work performed within the focus group discussions. Discursive psychology enables exploration of discursive practices used by participants to achieve the action orientation of their discourse. Discursive psychology is concerned with how participants construct their language and position their identities and those of others in their discourses to achieve certain aims. This is explored within the context of the setting in which a narrative or discussion takes place. Within this research this is in the context of the focus group discussion. A focus on identity is salient within this research as a sense of belonging at university has been found to support the development of a student identity. Findings highlight the strengths and achievements of the participants as enablers of their journey into and through university, challenging the deficit view of first in family students and highlighting the significance of peer connections and the importance of creating a holistic approach to belonging across the student lifecycle.
| Item Type: | Thesis (Masters) | ||||||
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| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education |
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| Divisions: | Schools and Research Institutes > School of Education, Health and Sciences | ||||||
| Depositing User: | Rhiannon Goodland | ||||||
| Date Deposited: | 17 Aug 2026 17:37 | ||||||
| Last Modified: | 17 Aug 2026 17:37 | ||||||
| URI: | https://eprints.glos.ac.uk/id/eprint/16475 |
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