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dc.contributor.authorWinter, Ellyse
dc.date.accessioned2014-08-18T15:45:37Z
dc.date.available2014-08-18T15:45:37Z
dc.date.issued2014-08-18
dc.identifier.urihttp://hdl.handle.net/10464/5601
dc.description.abstractThis qualitative, phenomenological study investigated first generation students’ perceptions of the challenges they experienced in the process of accessing higher education and the type of school-based support that was received. Particular emphasis was placed on the impact of parental education level on access to postsecondary education (PSE) and how differences in support at the primary and secondary levels of schooling influenced access. Purposeful, homogenous sampling was used to select 6 first generation students attending a postsecondary institution located in Ontario. Analysis of the data revealed that several interrelated factors impact first generation students’ access to postsecondary education. These include familial experiences and expectations, school streaming practices, secondary school teachers’ and guidance counselors’ representations of postsecondary education, and the nature of school-based support that participants received. The implications for theory, research, and practice are discussed and recommendations for enhancing school-based support to ensure equitable access to postsecondary education for first generation students are provided.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectFirst Generation Studentsen_US
dc.subjectPostsecondary Educationen_US
dc.subjectEquityen_US
dc.subjectAccessen_US
dc.subjectSecondary Schoolen_US
dc.titleTowards Equitable Access to Postsecondary Education: Learning From the Voices of First Generation Studentsen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
dc.embargo.termsNoneen_US
refterms.dateFOA2021-08-02T01:48:52Z


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