| dc.description.abstract | First-generation college students enter higher education with an inherited disadvantage compared to continuing generation college students. Because their parents or guardians did not attend college, first-generation students are limited in cultural capital directly related to higher education. Additionally, because institutional processes are created for continuing generation students, first-generation students face unnecessary barriers as they enter and throughout their time in college.
The purpose of this qualitative study was to better understand how White first-generation college students built cultural capital specific to the higher education environment. Twelve first-generation college students, whose parents did not attend a post-secondary institution for any amount of time, were interviewed. These students entered the institution as first-time in college students and were currently enrolled as undergraduate students at a large, public, four-year institution at the time of the study.
Findings suggest first-generation college students utilize allies, purposefully structured educational experiences, personal agency, and resource systems to build their cultural capital in navigating higher education. All participants referenced individuals as being key to their success in navigating higher education. From friends, siblings, roommates, instructors, coworkers, classmates, and staff members, it was clear that various allies were crucial to their persistence. Additionally, it was their own personal skills, such as determination and grit, which aided their navigation of the institution.
Experiences prior to formally beginning classes, such as dual credit courses during high school and mandatory college orientation, proved beneficial as they built cultural capital entering the higher education setting. Once they began coursework they relied heavily on connected individuals, learning communities, and personal agency to navigate their college journey. During each step, their parents provided emotional support, encouragement, and a listening ear. Additionally, the first-generation college students in this study had frequent moments of personal reflection throughout their college career.
Implications for practice to better support first-generation college students are discussed. Research aligning transition theory with first-generation college students, gathering data from the parental view of first-generation college students, and looking into various sub-populations of first-generation college students is recommended. | en |
