| Summary: | The rise in enrollment of non-traditional college students, specifically first-generation college students (FGS), over the last few decades has been well documented. Yet, with over 50 percent of the population with FGS, there still appears to be significant disparities between the graduation rates of FGS and their non-first generation peers (11-23 % for FGS and as much as 68% for their non-first generation peers). Utilizing an analysis of qualitative data, this
interpretative phenomenological study sought to understand and explain how FGS explained their success at a career-focused institution. The research drew its data from in-depth, one-on-one interviews with Bachelor's degree recipients at a private, non-profit institution within the southeastern part of the United States. Utilizing the theories of self-efficacy and academic resilience as the theoretical frameworks, the researcher collected thick descriptive narratives of the participants'
lived experiences. Through the analysis of this qualitative data, four emergent themes were identified to include: (1) personal and professional aspirations, (2) "you don't know what you don't know," (3) it takes a village, and (4) success builds confidence. This study serves to guide institutions of higher education when determining program and services geared toward this specific population of student as well as contribute to the extant literature on first-generation college students.
Based on the study's findings, individuals in a student's personal and professional network as well as faculty and staff from the institution are instrumental in the social integration, academic adjustment and continued persistence of first-generation college students. The study also found that acquiring a student leadership position on campus helped FGS alleviate some of the barriers identified to persistence such as social integration and financial stability. Additionally, a
first-generation college student's self-efficacy is raised through the vicarious experiences of others in their peer groups. Their self-efficacy is also raised through continued successful millstones achieved. This research suggests that first-generation college students, with the help of others, can become statistically elite, academically resilient college students just like their non-first generation college peers.
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