Raised parental expectations towards higher education and the double bind

Abstract

This paper is concerned with the participation of students from low socio-economic status (SES) families and communities in Australian higher education. One means of achieving this, as purported by the Australian Government and various universities, is through the raising of family aspirations or expectations. In this paper, I explore the localised effects of raised family aspirations as they are understood within the lived experiences of some students from a low SES context. Based on the interactions in four focus groups of eight participants and five follow-up individual interviews run in a low SES school in Western Sydney, I draw broadly on the method advanced by Giorgi [1985. Phenomenology and psychological research. Pittsburgh, PA: Duquesne University Press] to attend to how certain forms of high expectations communicated by parents may have a deleterious effect on student aspiration and attainment insofar as it positions the latter in a ‘double bind’. Such a situation can be inferred to significantly reduce the incentives for higher education participation.

Keywords:

• diversity
• higher education
• low socio-economic status
• parental expectation
• participation
• phenomenography
• policy