Lived Experiences of First-Generation College Students

Abstract

First-generation college students (FGCSs) face unique challenges in higher education, yet much of the existing literature has focused on their deficits rather than their strengths. This study built on prior research by adopting a strengths-based perspective to explore how FGCSs navigate higher education, examining roles of resilience, support systems, and self-discovery in their success. Using a qualitative narrative inquiry design, six female FGCSs (n = 6) aged 23�36 shared their personal experiences through in-depth interviews. Thematic analysis of their narratives identified four central themes: Resilience and Adaptability, Community and Support Systems, Curiosity and Drive, and Identity and Growth. Participants consistently described overcoming barriers, such as unfamiliar academic environments and balancing work and school, by leveraging their resilience and support networks, including faculty, peers, family, and workplaces. Results underscored the importance of institutional support, such as mentorship programs, accessible resources, and recognition of diverse backgrounds. By understanding and addressing specific needs of FGCSs, educators, counselors, and institutions can foster inclusivity, enhance support systems, and empower these students to thrive. This study contributes to the growing body of research on FGCSs by providing actionable insights for improving educational and psychological support, ultimately advancing equity in higher education.