‘…having people that will help you, that know the ropes and have walked that road before you’: How does first in family status impact graduates in the employment field?
DOI:
https://doi.org/10.21153/jtlge2021vol12no2art982Keywords:
graduate employment, first in family students, social theory, BourdieuAbstract
Increasing competitiveness in the graduate employment field combined with growing numbers of degree bearing applicants means that gaining employment after completing university studies can be a lengthy and complex undertaking. This is even more the case for students who do not have ready access to the social or family capital often required for successful employment, such as those who are first in their family to attend university. This article reveals hidden tensions within the post-graduation employment market when this is negotiated without the benefit of necessary capitals required to do so successfully. Drawing on interview and survey data from recent first in family graduates and alumni in Australia, the ways in which they negotiated employment was explored. This exposed an alternative perspective on graduate employment that highlights the somewhat ‘hidden’ inequities and unfair expectations within a hyper competitive job market. Participants’ written and spoken reflections reveal the ways in which the graduate landscape is far from being an ‘even playing field’. The perspectives presented contribute to broader understanding about the difficulties of moving towards desired employment goals or social mobility particularly when intangible relational and personal capitals are needed. Such insights are needed to inform both policy and practice globally, particularly as nation states come to terms with the repercussions of the current health crisis.
Metrics
References
Akkermans, J., Richardson, J., & Kraimer, M. (2020). The Covid-19 crisis as a career shock: Implications for careers and vocational behavior. Journal of Vocational Behavior, 119, Article No. 103434. Retrieved from https://doi.org/10.1016/j.jvb.2020.103434
Allen, K., Quinn, J., Hollingworth, S., & Rose, A. (2013). Becoming employable students and ‘ideal’ creative workers: Exclusion and inequality in higher education work placements. British Journal of Sociology of Education, 34(3), 431–452. doi:10.1080/01425692.2012.714249
Ashley, L., Duberley, J., Sommerlad, H., & Scholarios, D. (2015). A qualitative evaluation of non-educational barriers to the elite professions. Retrieved from https://dera.ioe.ac.uk/23163/1/A_qualitative_evaluation_of_non-educational_barriers_to_the_elite_professions.pdf
Ball, S., Davies, J., David, M., & Reay, D. (2002). 'Classification' and 'Judgement': Social class and the 'cognitive structures' of choice of Higher Education. British Journal of Sociology of Education, 23(1), 51–72.
Bathmaker, A-M. (2021). Constructing a graduate career future: Working with Bourdieu to understand transitions from university to employment for students from working‐class backgrounds in England. European Journal of Education: Research, Development and Policy, 56(1), 78–92. https://doi.org/10.1111/ejed.12436
Bathmaker, A.-M., Ingram, N., & Waller, R. (2013). Higher education, social class and the mobilisation of capitals: recognising and playing the game. British Journal of Sociology of Education, 34(5-6), 723–743. doi:10.1080/01425692.2013.816041
Bourdieu, P. (1986). The Forms of Capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–257). New York: Greenwood Press.
Bradley, D., Noonan, P., Nugent, H., & Scales, B. (2008). Review of Australian higher education: Final report [Bradley Review]. Canberra: Aust. Govt. Retrieved from https://www.voced.edu.au/content/ngv%3A32134
Burke, P., Bennett, A., Bunn, M., Stevenson, J., & Clegg, S. (2017). It’s about time: Working towards more equitable understandings of the impact of time for students in higher education. WA: NCSEHE. Retrieved from: https://www.ncsehe.edu.au/publications/its-about-time-working-towards-more-equitable-understandings-of-the-impact-of-time-for-students-in-higher-education/
Cardak, B., Brett, M., Bowden, M., Vecci, J., Barry, P., Bahtsevanoglou, J., & McAllister, R. (2017). Regional student participation and migration: Analysis of factors influencing regional students participation and internal migration in Australian higher education. WA: NCSEHE. Retrieved from: https://www.ncsehe.edu.au/publications/regional-student-participation-and-migration-analysis-of-factors-influencing-regional-student-participation-and-internal-migration-in-australian-higher-education/
Crozier, G., Reay, D., Clayton, J., Colliander, L., & Grinstead, J. (2008). Different strokes for different folks: Diverse students in diverse institutions - experiences of higher education. Research Papers in Education, 23(2), 167–177.
Drane, C., Vernon, L., and O’Shea, S. (2020). The impact of ‘learning at home’ on the educational outcomes of vulnerable children in Australia during the COVID-19 pandemic. Retrieved from https://www.dese.gov.au/document/professor-sarah-o-shea-national-centre-student-equity-higher-education
Edwards, D., & McMillan, J. (2015). Completing university in a growing sector: Is equity an issue? Melbourne, Australia: ACER. Retrieved from https://research.acer.edu.au/cgi/viewcontent.cgi?article=1045andcontext=higher_education
FYA. (2018). The New Work Order Report Series. Melbourne. Retrieved from: https://www.fya.org.au/report/new-work-order-summary/
FYA. (2020). The new work standard: How young people are engaging with flexible work. Melbourne. Retrieved from https://www.fya.org.au/our-research-2/
Hart, C. (2012). Aspirations, education and social justice: Applying Sen and Bourdieu. London, UK: Bloomsbury.
HESA. (2017). Destinations of Leavers from Higher Education in the United Kingdom for the academic year 2015/16. Retrieved from https://www.hesa.ac.uk/news/29-06-2017/sfr245-destinations-of-leavers#
HESA. (2018). Destinations of Leavers from Higher Education Longitudinal survey. Retrieved from https://www.hesa.ac.uk/data-and-analysis/publications/long-destinations-2012-13
Interns Australia. (2018). Interns Australia welcomes labor's decision to ban unpaid internships. [Press release]
Lehmann, W. (2021) Conflicts and contentment: Case study of the social mobility of working class students in Canada. European Journal of Education: Research, Development and Policy, 56(1), 41–52. Available at: https://doi.org/10.1111/ejed.12431
Longwell-Grice, R., Adsitt, N. Z., Mullins, K., & Serrata, W. (2016). The first ones: Three studies on first-generation college students. NACADA Journal, 36(2), 34–46.
Longwell-Grice, R., & Longwell-Grice, H. (2008). Testing Tinto: How do retention theories work for first-generation, working-class students? Journal of College Student Retention: Research, Theory and Practice, 9,(4), 407–420.
Luzeckyj, A., King, S., Scutter, S., & Brinkworth, R. (2011). The significance of being first: A consideration of cultural capital in relation to ‘first in family’ student’s choice of university and program. A Practice Report. The International Journal of the First Year in Higher Education, 2(2), 91–96.
Marginson, S. (2016). The worldwide trend to high participation in higher education: Dynamics of social stratification in inclusive systems. Higher Education, 72, 413–434.
Martin, G. (2015). ‘Tightly wound rubber bands’: Exploring the college experiences of low-income, first-generation White students. Journal of Student Affairs Research and Practice, 52(3), 275–286. doi:10.1080/19496591.2015.1035384
Mehta, S., Newbold, J., & O’Rourke, M. (2011). Why do first-generation students fail? College Student Journal, 45(1), 20–35.
Montacute, R. (2018). Internships - unpaid, unadvertised, unfair. Research Brief, Edition 20, 1–6. Available at: https://www.suttontrust.com/wp-content/uploads/2018/01/Internships-2018-briefing.pdf
Moreau, M. P., & Leathwood, C. (2006). Balancing paid work and studies: Working (-class) students in higher education. Studies in Higher Education, 31(1), 23–42.
Naidoo, R. (2004). Fields and institutional strategy: Bourdieu on the relationship between higher education, inequality and society. British Journal of the Sociology of Education, 25(4), 457–471.
NCES. (2018a). Employment and unemployment rates by educational attainment. Retrieved from https://nces.ed.gov/programs/coe/pdf/coe_cbc.pdf
NCES. (2018b). Employment outcomes of Bachelor's degree recipients. Retrieved from https://nces.ed.gov/programs/coe/pdf/Indicator_SBC/coe_sbc_2015_11.pdf
Norton, A. (2020). Graduate employment prospects during the COVID-19 recession. Retrieved from https://andrewnorton.net.au/2020/03/30/graduate-employment-prospects-during-the-covid-19-recession/
OECD (2001). Economics and finance of lifelong learning. Paris: Organisation for Economic Co-operation and Development.
O'Shea, S. (2016). Avoiding the manufacture of “sameness”: First-in-family students, cultural capital and the higher education environment. Higher Education, 72(1), 59-78.
O’Shea, S. (2018). Considering the cultural strengths of older first-generation university students In A. Bell and L.J. Santamaria (Eds.), Understanding Experiences of first-generation university students: Culturally responsive and sustaining methodologies. (pp. 143-165). UK: Bloomsbury Publishing.
O’Shea, S. (2020). Crossing boundaries: Rethinking the ways that first-in-family students navigate ‘barriers’ to higher education. British Journal of Sociology of Education. 40 (1), 95-110. https://doi.org/10.1080/01425692.2019.1668746
O'Shea, S., and Delahunty, J. (2018). Getting through the day and still having a smile on my face! How do students define success in the university learning environment? Higher Education Research and Development, 37(5), 1062-1075.
O'Shea, S., May, J., Stone, C., and Delahunty, J. (2017). First-in-Family Students, University Experience and Family Life: Motivations, Transitions and Participation. London: Palgrave Macmillan.
Pascarella, E., Pierson, C., Wolniak, G., & Terenzini, P. (2004). First-generation college students: Additional evidence on college experiences and outcomes. The Journal of Higher Education, 75(3), 249–284.
Patfield, S., Gore, J., & Weaver, N. (2021). On ‘being first’: the case for first-generation status in Australian higher education equity policy. Australian Educational Researcher. https://doi.org/10.1007/s13384-020-00428-2
Pitman, T., Roberts, L., Bennett, D., & Richardson, S. (2019). An Australian study of graduate outcomes for disadvantaged students. Journal of Further and Higher Education, 43(1), 45–57. doi:10.1080/0309877x.2017.1349895
Pollard, L. (2018). Remote student university success: An analysis of policy and practice. WA: NCSEHE. Retrieved from: https://www.ncsehe.edu.au/publications/remote-student-university-success-analysis-policy-practice/
Prieur, A., Rosenlund, L., & Skjott-Larsen, J. (2008). Cultural capital today: A case study from Denmark. Poetics, 36(1), 45–71.
Purcell, K., P. Elias, G. Atfield, H. Behle, R. Ellison, & D. Luchinskaya (2013). Transitions into employment, further study and other outcomes. Futuretrack Stage 4 Report. Warwick: Higher Education Career Services Unit.
QILT. (2018). 2018 Graduate outcomes survey - longitudinal (GOS-L) medium-term graduate outcomes. Retrieved from https://www.qilt.edu.au/about-this-site/graduate-employment
QILT. (2019). 2018 Graduate outcomes survey: National report. Retrieved from https://www.qilt.edu.au/docs/default-source/gos-reports/2018-gos/2018-gos-national-report-2018.pdf?sfvrsn=a729e33c_4
Reay, D. (2016). Social class in higher education: Still an elephant in the room. In J. Cote & A. Furlong (Eds.), Routledge handbook of the sociology of higher education (Ch. 12). Abingdon: Routledge.
Reay, D., David, M., & Ball, S. (2001). Making a difference?: Institutional habituses and higher education choice. Sociological Research Online, 5(4), 14–25. Retrieved from http://www.socresonline.org.uk/5/4/reay.html
Reidy, T. (2020, 10 April). 'Recruitment is on hold': The students graduating into the Covid-19 recession. The Guardian. Retrieved from https://www.theguardian.com/education/2020/apr/10/recruitment-is-on-hold-the-students-graduating-into-the-covid-19-recession
Richardson, S., Bennett, D., & Roberts, L. (2016). Investigating the relationship between equity and graduate outcomes in Australia. WA: NCSEHE. Retrieved from https://www.ncsehe.edu.au/wp-content/uploads/2016/04/Investigating-the-Relationship-between-Equity-and-Graduate-Outcomes-in-Australia.pdf
Roulin, N., & A. Bangerter (2013). Students’ use of extra-curricular activities for positional advantage in competitive job markets. Journal of Education and Work, 26(1), 21–47.
Shergold, P., Calma, T., Russo, S., Walton, P., Westacott, J., Zoellner, D., & O’Reilly, P. (2020). Looking to the Future: Report of the review of senior secondary pathways into work, further education and training. Australia: Education Council. Retrieved from https://www.pathwaysreview.edu.au/
Spiegler, T., & Bednarek, A. (2013). First-generation students: What we ask, what we know and what it means: An international review of the state of research. International Studies in Sociology of Education, 23(4), 318–337.
Universities Australia. (2020). The crucial role of universitites in a coronavirus recovery. Retrieved from https://www.universitiesaustralia.edu.au/media-item/the-crucial-role-of-universities-in-a-coronavirus-recovery/
Universities New Zealand. (2018). New Zealand's Universities Key Facts and Stats [Press release]. Retrieved from https://www.universitiesnz.ac.nz/sites/default/files/uni-nz/documents/UNZ%20New%20Zealand%27s%20Universities%20Key%20Facts%20%26%20Stats%20Nov%202018_0.pdf