Source: Figure has been constructed by the authors using data retrieved in 2019 from EUROSTUDENT VI DatabaseĪ more meaningful indicator in this regard is the recruitment rate, which provides information on a young person's likelihood of going to university.
Share of university students (in %) from families with no HE background. We conclude with policy implications for how higher education institutions can assist first-in-family students to succeed at university. Our findings show that gaining access to informational capital was strongly affected by the institutional practices at universities within the different disciplines, thus highlighting the importance of higher education institutions in supporting their students during transition processes. We also explore how access to informational capital was influenced by (1) institutional practices, such as initiatives to support students, especially first-year students and (2) cultural fit-the extent to which a student's cultural capital corresponded with the dominant cultural capital in the field of their chosen discipline or higher education establishment. We draw on rich empirical data obtained from 26 autobiographical narrative interviews with first-in-family university students in Austria to investigate how transitions to university are affected by informational capital. Gaining access to informational capital-a combination of cultural and social capital-plays a crucial role in managing education transitions. However, transitioning to the university landscape remains a highly complex negotiation process, especially for first-in-family students, who cannot draw on previous experience from higher education in their families. The agenda for widening participation in higher education has led to increasing numbers of students with a broader range of education and family backgrounds.
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