Abstract
Historically, a university education has been seen primarily as a route for the middle classes to achieve professional qualifications while structural barriers have served to restrict entry to individuals from particular demographics. First-generation students (FGS), often with low socio-economic backgrounds, face multiple barriers to Higher Education (HE) and are less likely than their more advantaged peers to apply, be accepted or to complete their studies. FGS who become HE lecturers are examples of those who were able to overcome their disadvantages and who, by choosing to stay within academia, demonstrate successful assimilation into a university setting. Examination of the experiences and perspectives of HE lecturers who had been FGS provides an opportunity to understand the factors that supported the retention of these individuals in HE and could inform recommendations for future widening participation strategies. This study utilised an online qualitative survey to explore the experiences of 14 teaching staff in HE who had been FGS. Participants were invited to reflect on their time as a student and how this influenced their teaching practices. Data were thematically analysed resulting in three main themes: (i) forging a different path, (ii) institutional support and (iii) transformational futures. Academic and pastoral support from lecturers helped to reduce feelings of imposter syndrome and could be critical for retention. The FGS academics drew on their lived experiences to be relatable to their students and to create an inclusive, more egalitarian teaching environment. This paper recommends that universities should actively involve first-generation academics and students in shaping policies on teaching, support services and widening participation.