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dc.contributor.authorO'Shea, Sarah
dc.identifier.citationO'Shea, S. 2020. Crossing Boundaries: Rethinking the ways that first-in-family students navigate ‘barriers’ to higher education. British Journal of Sociology of Education. 41 (1): pp. 95-110.

This article explores how one cohort of first-in-family students narrated their movement into and through university, proposed as a form of boundary crossing. These metaphors emerged from the stories that students told about their persistence, with references ranging from institutional or organisational boundaries through to those imposed by self and others. Applying the sensitizing lens of boundary crossing, an analysis is provided of how learners navigated their transition into university and the types of persistence behaviours adopted. The focus is on those who traversed these boundaries, considering the nature of incursions and the ways these were negotiated within students’ everyday lives. This cohort all self-identified as being the first in their family to attend university but also acknowledged a variety of additional social, cultural and economic factors that impacted upon their educational journey.

dc.publisherTaylor & Francis
dc.titleCrossing Boundaries: Rethinking the ways that first-in-family students navigate ‘barriers’ to higher education
dc.typeJournal Article
dcterms.source.titleBritish Journal of Sociology of Education

This is an Accepted Manuscript of an article published by Taylor & Francis in British Journal of Sociology of Education on 24/08/2018 available online at

curtin.departmentSchool of Management
curtin.accessStatusOpen access
curtin.facultyFaculty of Business and Law
curtin.contributor.orcidO'Shea, Sarah [0000-0002-8988-6674]
curtin.contributor.scopusauthoridO'Shea, Sarah [44261297600]

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