"I Want to Be a First": Student, Family, and School Factors Influencing First-Generation Student College Readiness

Understanding first-generation students' salient experiences in preparing for college is key for educators to engage in transformative college readiness efforts. The purpose of this qualitative study was to understand the perspectives and experiences of a sample of first-generation college-boun...

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Bibliographic Details
Published in:The School community journal 2021-04, Vol.31 (1), p.41-64
Main Authors: Brookover, Dana L, Hanley, Erin M, Boulden, Rawn, Johnson, Kaprea F
Format: Article
Language:English
Subjects:
Academic readiness
Administrator Attitudes
Attitudes
Careers
Collaboration
College Bound Students
College campuses
College Preparation
College Readiness
Community
Cooperation
Counselor Attitudes
Cultural Influences
Educational Environment
Educational Objectives
Enrollments
Families & family life
Family Influence
First Generation College Students
High School Students
Higher education
Human agency
Parents & parenting
Partnerships in Education
Peer Influence
Peers
Qualitative research
Resilience (Psychology)
School Counselors
Stakeholders
Student Attitudes
Student Experience
Students
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Summary:Understanding first-generation students' salient experiences in preparing for college is key for educators to engage in transformative college readiness efforts. The purpose of this qualitative study was to understand the perspectives and experiences of a sample of first-generation college-bound high school students. Five themes and four subthemes describe their college preparation and college readiness. The themes were: (a) student agency fostering resilience; (b) cultural values; (c) family and friend involvement; (d) synergy in the school community; and (e) school community stakeholder perspectives on college readiness for first-generation students. Students shared how a collaborative partnership between themselves, their families, their school counselors, and their teachers contributed to their successful matriculation into college. School counselor and administrative perspectives are also offered. Practical implications for school community members' practice conclude the article.
ISSN:1059-308X