Study as a balancing act

Most universities in Europe are characterised by an unequal distribution of certain groups, with regards to their access to higher education, retention, and completion. One main factor perpetuating educational inequalities is the family legacy of educational success: Parental educational attainment determines the educational success of the child. In this context, this book focuses on the educational pathways of university students in Austria, who are the first in their family to attend university (first-in-family students) and therefore cannot draw on previous study- related experiences within their families. Three theoretical approaches were used to explore how these students successfully navigate the transition to university: (1) Pierre Bourdieu`s Relational Theory, (2) further theoretical considerations related to the concept of Cultural-fit and Habitus, and (3) the concept Conduct of Everyday Life. Using a mixed-methods design that combines a quantitative analysis based on the student social survey (N=19,907) and a qualitative analysis based on interviews with first-in-family students (N=14), it is demonstrated how first-in-family students perceive their studies, the dynamics of tension they are confronted with and how they cope. The results draw attention to the significance of personal areas of life outside of university (including employment and family) as well as institutional characteristics and fields of study with regard to student success. This thesis therefore represents a vital contribution into understanding specific dynamics that enable educational progress and that shape study-related experiences and success.

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