{"title":"Interpreting First-Generation Identities and Experiences: Exploring Student Meaning Making at a First-Gen Forward Institution","authors":"B. Silver","doi":"10.1080/26906015.2023.2222049","DOIUrl":null,"url":null,"abstract":"ABSTRACT Efforts to support first-generation college students (FGCS) benefit from research on how these students make meaning of their identities and experiences. Drawing from in-depth interviews with 40 students, the present study explores student meaning making within a First-gen Forward Institution, recognized for its commitment to FGCS success. Findings reveal that participants interpreted their first-generation identities and experiences in a diverse range of ways. Specifically, students described being FGCS as a source of (1) pride and motivation, (2) constraints, (3) community, and (4) marginalization. Students linked these perceptions to their lived experiences in college. Implications for research and practice are explored.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"68 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of First-generation Student Success","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/26906015.2023.2222049","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACT Efforts to support first-generation college students (FGCS) benefit from research on how these students make meaning of their identities and experiences. Drawing from in-depth interviews with 40 students, the present study explores student meaning making within a First-gen Forward Institution, recognized for its commitment to FGCS success. Findings reveal that participants interpreted their first-generation identities and experiences in a diverse range of ways. Specifically, students described being FGCS as a source of (1) pride and motivation, (2) constraints, (3) community, and (4) marginalization. Students linked these perceptions to their lived experiences in college. Implications for research and practice are explored.
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