A case study of first-generation, successful college students without access to state-funded support services

This case study analysis explored the experience of senior level first-generation college students without access to intensive academic support programs for first-generation students at a northeast public research university. This study asked the question: how do senior college students who identify as both first-generation and are not served by income-based first-generation programming navigate the college experience? It examined their experience of college admission, the financial aid process, academic life, social life, and future/career preparation in order to gain an understanding of how they got to senior year successfully through a social and cultural capital lens. 13 fourth year students were interviewed. All participants shared a few characteristics: all were traditional college age, reported cumulative grade point averages that were nearly a B or higher, on track to 4 to 4.5-year graduation timelines, and were overwhelmingly Latinx females. They had varied experiences learning the expectations of college, connecting, and reaching senior year successfully. The participants were motivated to find their way, even in the absence of help from home and amidst learning how to speak to faculty and find mentors. The findings of this study help to shed light on some of the successes that these students have, even after navigating common hurdles. While they experienced barriers, they also exceeded expectations and used their own personal drive and skills to find their way to graduation and high GPAs. This work provides an important reminder to advisors and faculty that first-generation college students are not just one homogenous group, they have many experiences of college, some of which end up as on-time, successful pathways through their own drive and motivation. In addition, suggestions are made for improving service to FGCS who are not served by income-based, first-generation programming.Ed.D.Includes bibliographical reference