This article explores the experiences, perceptions, and aspirations of three marginalized female university students. Their admission was facilitated by an access program designed to support the participation of young people who, while meeting entrance requirements, would otherwise not be able to attend university because of their social and financial circumstances. We explore how gender, race, and generational/ immigrant status function in the educational experiences of these students and how they negotiated the structural barriers that stood in the way of their educational aspirations. The stories of the three students reflect the complex relationship between their optimism, conviction, and sense of accomplishment, and their doubts, fears, and struggles as related to institutional demands and parental expectations. Aware of the opportunity structures that exist within the society, and seemingly committed to meritocratic ideals, they remain hopeful that those structures will facilitate them achieving the rewards they believe postsecondary education can make possible. © 2008 Springer Science+Business Media B.V.

Parental expectations Marginalized students Access programs Higher education meritocracy class Gender Ethnicity race Generational status

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