The role of family members influencing rural Queensland students' higher education decisions

Higher education has the capacity to alter the life course of students. Cultural and social capital are central to educational opportunity and successful outcomes (Bourdieu, 1986. The forms of capital. In J. G. Richardson (Ed.), Handbook of Theory and research for the Sociology of Education (pp. 241-258). New York: Greenwood Press.; Reay, 2004. Education and cultural capital: the implications of changing trends in education policies. Cultural Trends, 13(2), 73-86.; Abbott-Chapman, Johnston, & Jetson, 2014. Rural belonging, place attachment and youth educational mobility: Rural parents' views. Rural Society, 23(3), 296-310.). Drawing upon interviews with 25 high school students in rural and remote Queensland, Australia, this article investigates the relationship among rural students' social and cultural capital, their families, and their attitude towards higher education. The students originate from a sample who are interested in careers in the digital arena and who see the value of participating in the digital economy. Building cultural and social capital through higher education offers career and social opportunities to those who come from disadvantaged backgrounds. Existing cultural and capital, however, can play a substantial role in the decisions that influence rural youth toward, or away from, higher education. Interview data suggests family members are strong influences on young rural people making decisions about their future. Parents and older family members inspire students to pursue higher education, while siblings and cousins who attending university offer firsthand information about university life. Data also emphasise students' concerns about moving from their country hometowns, and awareness of physical barriers, such as distance and money.