First-generation, lower-income college students: The influence of social class on experience and identity
Abstract
Despite the increased focus on improving student retention and graduation rates in higher education and steady increases in the number of first-generation and low-income students enrolling in college, there continues to be a deficit in research focused on how social class relates to student success. Recognizing the important role of belonging and identity in student outcomes, this thesis aims to add to the growing body of research focused on exploring the experiences of lower-income and first-generation college students as they attend college. This project uses semi-structured interviews with six first-generation and lower-income college students at a large-Midwestern public institution to examine their experiences. Using Bourdieu's concepts of capital and habitus, I examine how students' experiences impact their sense of belonging. Then, applying the tenets of social identity theory, this thesis explores student identity as it relates to their experiences of belonging both at the university and at home. The results of this research are consistent with literature indicating that lower-income and first-generation college students face many barriers in their path to obtaining a college degree. And while findings indicate that these barriers can impact students' identities in negative ways, the results also indicate that students' develop strong positive identities associated with their lower-income, first-generation college student status as well. The results point to some important implications for practice, including the need for colleges and universities to focus on creating an institutional culture that is not only tolerant of diverse student experiences, but that also recognizes their experiences as valuable. These conclusions indicate the need for more research to continue to explore the complexity associated with first-generation and lower-income student identity and the way in which it develops.
Degree
M.S.Ed.
Advisors
Dolby, Purdue University.
Subject Area
Educational sociology|Higher education
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