Browsing by Author "Ashley N"

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    Exploring the Complexity of First-Year Student Belonging in Higher Education: Familiarity, Interpersonal, and Academic Belonging
    (Queensland University of Technology, 2022-07-06) Kahu ER; Ashley N; Picton C
    Belonging is critical to first-year student success and persistence in higher education. However, differing definitions make it challenging to fully understand why belonging is significant. Foregrounding student voice, this research explored how first-year Australian university students talked about their belonging. Using Kahu and Nelson’s (2018) framework of student engagement as a lens, 18 students were interviewed weekly throughout the year. Students talked about belonging in three distinct but interrelated ways: familiarity, interpersonal belonging, and academic belonging. While all were important for student wellbeing and engagement, academic belonging, students’ sense that university, their discipline, and courses were “right” for them, was critical for perseverance. Unlike interpersonal belonging which tended to build through the year, academic belonging fluctuated for many students. The findings suggest framing belonging merely as about relationships limits understanding of this important construct. Contributing to scholarship by bringing a refreshed perspective to the nuances and complexity of belonging, the research suggests higher education providers need to monitor and foster academic belonging in first-year students.
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    Older women's constructions of equality over the lifecourse
    (Cambridge University Press, 2024-01-01) Beban A; Walters V; Ashley N; Cain T
    Gender and age are central organising principles of social relations, with socially constructed gendered and age-based norms influencing patterns of social behaviour, power and inequality. Despite recent literature highlighting the importance of subjective measures of equality, including as a significant predictor of wellbeing, there is a gap in studies focused on subjective equality in research on ageing. Drawing on an equality ranking exercise and life herstory interviews with 20 older-aged women (65+) in Aotearoa New Zealand, this article focuses on the intersectionality of age and gender, analysing the ways in which participants constructed their experiences of equality over the lifecourse from their standpoint as older-aged women. The analysis reveals a significant rise in subjective equality from childhood to older age, with more varied responses in childhood and a convergence of responses from adolescence onwards. Participants' constructions of equality differed: age was the dominant construct of equality women ascribed to their childhood years, while gender inequality came to the fore during their teenage years. In early to mid-adulthood, women found ways to navigate gendered inequality in various life domains, while in older adulthood equality was constructed as freedom and life satisfaction. This trajectory suggests that the frames individuals use to make sense of equality and their personal experiences are not fixed; they are fluid and shift throughout the lifecourse.