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

Student Body ◽

Predominantly White Institution ◽

White Institution ◽

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.

Fighting for Equity and Community in an Urban Research University

Metropolitan Universities ◽

10.18060/22174 ◽

2018 ◽

Vol 29 (1) ◽

Author(s):

Mary Ho ◽

George Sanchez

Keyword(s):

College Students ◽

Students Of Color ◽

Research University ◽

First Generation ◽

College Success ◽

University Of Southern California ◽

Student Body ◽

Predominantly White Universities ◽

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.

Strengths and Struggles

Journal of College Student Retention Research Theory & Practice ◽

10.1177/1521025117724551 ◽

2017 ◽

Vol 22 (1) ◽

pp. 118-140 ◽

Cited By ~ 4

Author(s):

Stacey Havlik ◽

Nicole Pulliam ◽

Krista Malott ◽

Sam Steen

Keyword(s):

Predominantly White ◽

First Generation ◽

Helping Professionals ◽

Phenomenological Inquiry ◽

Predominantly White Institution ◽

White Institution ◽

First Generation College ◽

Race Ethnicity ◽

Multiple Obstacles

Through use of an interpretive phenomenological inquiry, this study examined the lived experiences of first-generation college students persisting at a mid-sized, private, predominantly White institution. Themes that emerged across participants included a sense of “otherness” according to students’ race, ethnicity, and first-generation and socioeconomic statuses. Motivations and strengths that enabled students to persist in school, despite facing multiple obstacles, are described. Implications for students and helping professionals are included.

Centering First‐Generation College Students’ Lived Experiences Through Critical Digital Storytelling

Journal of Adolescent & Adult Literacy ◽

10.1002/jaal.1037 ◽

2020 ◽

Vol 63 (5) ◽

pp. 583-587 ◽

Cited By ~ 1

Author(s):

Earl Aguilera ◽

Geraldine Lopez

Keyword(s):

College Students ◽

Lived Experiences ◽

First Generation ◽

Digital Storytelling ◽

First-Generation College Students as Academic Learners: A Systematic Review

Review of Educational Research ◽

10.3102/0034654319899707 ◽

2020 ◽

Vol 90 (2) ◽

pp. 139-178 ◽

Cited By ~ 1

Author(s):

Jillian Ives ◽

Milagros Castillo-Montoya

Keyword(s):

College Students ◽

Systematic Review ◽

Lived Experiences ◽

First Generation ◽

Academic Learning ◽

Alternative View ◽

Clear Understanding ◽

First Generation College ◽

Academic Content

The literature on first-generation college students largely focuses on the challenges and barriers they may experience in college. Yet, we do not have a clear understanding of who these students are as learners. To address this gap, this systematic review examines how scholars study and conceptualize first-generation college students as learners. We found the majority of the literature we reviewed conceptualized them as learners based on their academic performance and the influence of cultures on their learning. These two conceptualizations positioned first-generation college students against normative ways of learning, and in doing so promulgate an assimilation approach in higher education. We found a smaller body of literature that conceptualized first-generation college students as learners whose lived experiences, when connected to academic content, can contribute to their academic learning, advancement of disciplines, self-growth, and community development. We use this alternative view to provide recommendations for studying and working with first-generation college students.

Negotiating space : critical race counterstories of first-generation college students of color

10.46569/10211.3/99360 ◽

2011 ◽

Author(s):

◽

Amy Huijeong Lee

Keyword(s):

College Students ◽

Students Of Color ◽

First Generation ◽

Critical Race ◽

Cases on Cross-Cultural Counseling Strategies - Advances in Human Services and Public Health ◽

Lucia's Journey of Bridging Two Worlds

10.4018/978-1-7998-0022-4.ch006 ◽

2020 ◽

pp. 107-123

Author(s):

Angelica M. Tello

Keyword(s):

Predominantly White ◽

First Generation ◽

Counseling Services ◽

State University ◽

Predominantly White Institution ◽

First Generation College Student ◽

School Work ◽

White Institution ◽

Lucia is a Latina first-generation college student (FGCS) attending a predominantly white institution, a state university in her hometown, located in a large metropolitan city in the Southern United States. While in her sophomore year, Lucia accessed counseling services on her campus to discuss having difficultly balancing school, work, and home responsibilities. In this chapter, the author discussed the challenges experienced by Latinx FGCS along with the strengths they bring to college settings. In addition, the author utilized the case study of Lucia to discuss her counseling approach for helping Latinx FGCS navigate the terrains of higher education.