Abstract
ABSTRACT It is widely understood that access to a university education is a critical component in improving one’s position in life. Many countries have sought to widen access to higher education through policies and programmes. Still, first-generation students account for 22% of university graduates across the world (Bell and Santamaria [2018]. Understanding Experiences of First Generation University Students: Culturally Responsive and Sustaining Methodologies. London: Bloomsbury Academic). Both England and the USA have seen growing numbers of first-generation students enter their colleges and universities in recent years. Through a neoinstitutional lens, this article explores the educational policy trajectories of two countries, specifically England and the USA, to better understand the landscape of higher education for first-generation students.
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