Individual and System Factors Involved in First-Generation College Students’ Risk and Resilience: Qualitative Student Perspectives and Recommendations

Résumé fourni par la source

Since the term ‘first-generation college student’ (FGCS) garnered increased attention in the 2000s, many institutions have implemented programming specifically for FGCS (e.g., bridge programs, first-year seminars). FGCS should be key stakeholders who inform programming. As such, qualitative research is needed to elevate FGCS voices. To date, little research has examined adjustment and well-being in FGCS. This study included qualitative interviews (approximately 30 min) concerning adjustment and well-being in FGCS (N = 24; 79% female, M age = 19, 92% White), defined as students whose parents have not completed a four-year bachelor’s degree. Participants’ responses were coded according to Bronfenbrenner’s Ecological Systems Theory levels, to account for the multi-layered systems (e.g., family, high school, university, peers) that impact their risk and resilience before and during college. One central theme was how seeking help from family, peers, and university resources promoted resilience. Conversely, individual risk factors (e.g., low socioeconomic status; insufficient guidance) interacted with the high school environment and economic landscape of higher education to confer risk. Overall, many challenges (e.g., mental health) improved over time. Students made recommendations for both high school and university staff about how to best support FGCS, which have implications for programming at the high school and university level.

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