Using Narrative Inquiry to Understand Faculty Supporting First-Generation, Low-Income College Students of Color. Issue 3 (2nd September 2022)

• Record Type: Journal Article
• Authors: Sarcedo, Geneva L.
• Is Part Of: Journal of first-generation student success. Volume 2:Issue 3(2022)
• Page Start: 127
• Page End: 142
• Publication Date: 2022-09-02
• Subjects: First-generation -- low-income (FLI) college students of color -- student-faculty interactions -- success -- narrative inquiry -- anti-deficit; First-generation college students -- United States -- Periodicals; Academic achievement -- United States -- Periodicals; Academic achievement; First-generation college students; United States; Periodicals; 371.2
• DOI: 10.1080/26906015.2022.2086087
• Languages: English
• ISSNs: 2690-6015

Abstract

ABSTRACT: First-generation, low-income (FLI) college students of Color are less likely to complete a college degree compared to their more advantaged peers, yet little is known about the classroom and cocurricular experiences that support their achievement. Using an anti-deficit achievement framework to situate this narrative inquiry, I conducted semi-structured interviews with successful FLI college students of Color and recent graduates to understand how interactions with faculty influenced students' success and graduation. My analysis establishes a need for additional faculty professional development around supporting marginalized students and contributes to our understanding of best practices to bolster FLI college students of Color success.