Fighting for Equity and Community in an Urban Research University

The equity lens evaluates institutional barriers that prevent students of color from gaining access to resources for college success (Bensimon, 2005). The first-generation college students at the University of Southern California are 16% of the total student body and students of color comprise two-thirds of this population. Since 2008, how to support first generation college students of color in their academic achievement and college success once in college has expanded the discussion beyond access. By evaluating institutional structures through the equity lens, the response has been to create intentional academic and social programs for first generation college students of color that bridge the academic and student services divide. Through descriptions of actual programs and stories from students affected by these programs, this essay will discuss innovative approaches to serving first-generation students of color at predominantly white universities.

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The Lived Experiences of First-Generation College Students of Color Integrating into the Institutional Culture of a Predominantly White Institution

The Qualitative Report ◽

10.46743/2160-3715/2020.4224 ◽

2020 ◽

Author(s):

Talisha Adams ◽

Juliann McBrayer

Keyword(s):

College Students ◽

Predominantly White ◽

Students Of Color ◽

Lived Experiences ◽

First Generation ◽

First Generation College Students ◽

Student Body ◽

Predominantly White Institution ◽

White Institution ◽

First Generation College

As many colleges and universities continue to increase their enrollment and diversification of their student body, the number of first-generation college students of color will continue to rise. Colleges have been charged with the challenge of not only enrolling this student population but also ensuring that they are connected to the university and persist to graduation. The purpose of this phenomenological qualitative study was to examine the lived experiences of first-generation college students of color at a Predominantly White Institution (PWI). This study utilized individual in-depth interviews and a focus group to examine how first-generation students of color experienced college at a PWI. Four major themes were revealed: a college degree is a means to a better lifestyle; money always matters; a heightened sense of safety concerns exists; and there is a desire for a supportive multicultural campus environment. The findings of this study may aid institutional leaders in understanding the first-generation college student of color experience at a PWI and assist in establishing and maintaining academic and social support programs that are geared towards these students.

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Decoding the Hidden Curriculum: Latino/a First Generation College Students’ Influence on Younger Siblings’ Educational Trajectory

10.31235/osf.io/p9mw5 ◽

2020 ◽

Author(s):

Vanessa Delgado

Keyword(s):

College Students ◽

Academic Success ◽

Research University ◽

First Generation ◽

Community Support ◽

Past Research ◽

First Generation College Students ◽

Parents And Children ◽

First Generation College ◽

Older Siblings

Past research demonstrates that familial and community support can aid the academic success of Latino/a students. However, few studies explore how older siblings influence their younger siblings’ education trajectory including primary, secondary, and post-secondary education. Drawing on 25 in-depth interviews with Latino/a first generation college students at a large research university in Southern California, I find that older siblings assist their younger family members by (a) choosing schools, (b) assisting with reading comprehension, (c) helping with homework assignments, and (d) post high school preparation. In doing do, they demystify norms and rules about education and attempt to position their loved ones on a path of upward mobility. I capture the labor Latino/a children of immigrants provide to their families and how these contributions can result in tensions between parents and children. Findings advance frameworks in immigrant brokering, Latino/a families, and education.

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