In this paper, we present the results of two student projects focusing on the experiences of first-generation learners, i.e. university students whose parents have attained at highest secondary education (FGCS = first-generation college students). We specifically focus on the (re)constructions of student identity in the first stages of study based on the assumption that the transition from high school to the university environment marks entry into a new social and cultural world. And first-generation learners may be equipped with different resources to cope with this important point in their personal development (Crafter, Maunder, & Soulsby, 2019).

International studies report that first-generation college students are at higher risk of experiencing academic stress and negative emotions regarding their studies (Murphy & Hennessy, 2017; Balon et al. 2015) and overall tendency to experience a higher degree of mental health distress (Rubin et al., 2016). They face typical challenges linked with the transition from secondary to tertiary education, which is linked with moving places, changing networks of peers, building relationships with academic staff, and of course, different demands regarding studying, particularly a strong focus on independent work, but further might experience additional challenges linked particularly with a socioeconomic situation or caring duties. All together with the specific situation for FGCS, these challenges might result in a higher degree of problems in the process of adaptations and a more difficult path toward academic success (Misra et al., 2000, in Jenkins, et al. 2013, McIntyre et al. 2018, in Rubin et al. 2019). 

Reay (2018) included in her analysis the perspective of social isolation and lack of academic integration, which might contribute to the FGCS experience of studying as if participating at different somehow parallel institutions, as compared to students with compatible identities and backgrounds. Chang et al. (2020) and Phillips et al. (2020) explore possible cultural mismatch between values inherent to academic institutions and values promoted within the family background of FGCS.

But these results also need to be understood as context-specific. In the Czech Republic, where the study is conducted, change from the very narrow elite to mass university education happened at the beginning of 21. a century and lead to a situation where reports provide information that about 66,1 % of students enrolled at the bachelor level are first-generation students (CVVS, 2020). However, with the increased level of education (master, doctorate) proportion of these students is decreasing. So, while widening access to education enabled a more diverse population of students to participate in tertiary education, it is not enough to just enable access and we need research on what are their experiences within these classed institutions. Through the exploration of the individual situation, we can also contribute to the discussion on changes within the academic environment to be able to better accommodate a diverse student body, so that they can flourish in both academic and psychological terms.

Here we turn to the body of research that is focused on the importance of identity(identities) within education. The construction of salient identities related to a learning process can contribute to both relevant processes of well-being and academic achievement (Matschke, 2022, Mavor, Platow, Bizumic, 2017).  Thus in this presentation, we will focus on the process of transition to higher education focusing on how students needed to reconstruct themselves and their self-understanding in a new educational environment that brings in a change in educational expectations and requirements, as well as change of place and networks.

The study is based on 23 interviews originating from two students’ projects. The interviews explored the experiences of university students studying for a bachelor's degree. They represented a variety of disciplines, particularly humanities and social sciences and sciences, including medical sciences. The age range of the students was from 19 – 24. None of the parents of the children had achieved a higher level of education than secondary. Socioeconomic background varied. The analysis is conducted using a reflective thematic analysis method (Braun, Clarke, 2013, 2022) and supported by the MAXQDA software. We have first coded relevant segments related to issues such as work as a value, the value of education, perspectives on students' life, and relationships to a degree of study. And through the consequent process of work with codes and initial themes, we have constructed three identity trajectories that represent values and experiences related to the experience of university study.

The results present three groups of identity trajectories describing the processes of forming identities relevant to the study 1) resistant learners 2) struggling learners 3) engaged learners. 1) resistant learners: those who to some extent resist adopting a student identity and rather identify with being a working person. Work is presented as having a higher value than studying, which is more or less an obstacle or even a waste of time on the way to (better) work. These students tend to view student life as meaningless idleness. Self-sufficiency is praised, which might and might not be a choice given the socioeconomic background of the family. We observe this particular identity also as a possible self-worth protection practice: if being a student is not a valued identity, you cannot fail in it. 2) struggling learners: These students are to a degree diverse groups of those who experience their higher education path as a bumpy road. Some were very motivated at the beginning and realized that this tempo and style of participation in education would lead to burnout, so they needed to somehow re-calibrate what is a “good enough student”. Others gained experience when after a successful and for them a rather easy way up through secondary education, upon entry to the university they realized that other students seem to be brighter and study easily, while our respondents are struggling to adapt to the demands required for their courses. 3) engaged learners: those who perceive studying as a positive challenge, immersed in their field of study. Education is understood as a necessary part of becoming a professional. So, education itself is meaningful, not only for the sake of getting a diploma. Developmentally this group seems to be both practically and psychologically more prepared to, for now, dwell between adolescence and adulthood.

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