Increasingly students from diverse backgrounds are attending university, many from contexts where accessing higher education is the exception rather than the norm. We know that these learners often have a lower sense of belonging when compared to their second or third generation peers but how this is experienced at an individual level remains unclear. This article explores how current and graduated students articulated their belonging within the higher education environment and how understandings of entitlement played into this conceptualisation. Drawing on Bourdieu's concepts of field and habitus, particularly the notion of cleft habitus (habitus clivé), this article seeks to explore how learners negotiate their status both as university students and graduates. Utilising interviews and surveys conducted with enrolled and graduated first in family learners, the focus is on those who are regarded as successful in the sense of meritocratic achievements and degree conferral. This richly descriptive data points to the emotional undercurrents and relational complexity that attending university can have for those with no generational biographical belonging to this environment and the ways in which learners negotiate between existing and new expectations and norms.

中文翻译：

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“这里的孩子不要上大学”：在澳大利亚高等教育领域，家庭学生的归属和应享权利首先考虑

来自不同背景的学生越来越多地上大学，其中许多是在接受高等教育是例外而不是常规的情况下进行的。我们知道，与第二代或第三代同龄人相比，这些学习者通常具有较低的归属感，但在个人层面上如何体验尚不清楚。本文探讨了当前和即将毕业的学生如何在高等教育环境中表达自己的归属感，以及对权利的理解如何在这种概念化中发挥作用。本文以布迪厄的田野习性概念为基础，尤其是裂痕习性（habitusclivé）的概念，旨在探讨学习者如何在大学生和毕业生中谈判自己的地位。利用对家庭学习者中首先入学和毕业的学生进行的访谈和调查，重点是那些在功绩和学位授予方面被认为是成功的人。这些丰富的描述性数据表明，对于没有这种世代相传的人来说，就读大学可能会产生情感上的暗流和关系复杂性，以及学习者在现有和新期望与规范之间进行谈判的方式。