ABSTRACT
This chapter discusses the experiences of accessing and participating in higher education (HE) for groups marginalised within HE in Nigeria and Australia. In terms of intersectional identities, Stahl and McDonald identify the importance of a traditional male “Breadwinner” model for their working-class male students, and how university can offer their first respite from highly gendered expectations. The chapter identifies the extent to which universities are a safe or risky space for these marginalised groups. Support through practical institutional strategies should continue throughout the student’s lifecycle, with Stahl and McDonald emphasising the importance of quality career counselling. For Stahl and McDonald, a key risk for young working-class men in Australian HE is that of leaving HE with a debt for a degree that may not open the graduate opportunities they hope for.
