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The educational experiences of low-income first generation college students of color at a major public university

This research examines the relationship between the institutional context of a major public university and the first year academic experiences of low-income, first generation college students of color. The study explores the organizational habitus and its interactions with the students' ability to access selective majors. Social reproduction theory, resistance theory, social integration theory, and cultural-ecological theory were used to frame the study.

Three research questions were asked:

(1) What are the academic experiences of low-income first generation college students at a major public university?

(2) How do the students' backgrounds influence their academic experiences? and

(3) How does the institutional context impact their academic experiences?

Drawing from life history approach, six low-income first generation college students of color were interviewed six times and observed from the fall of their freshman year to the end of the spring semester. In addition, fifteen administrators, staff, and faculty members were also interviewed.

In regard to research question one, five themes emerged from the data about the participants' academic experiences: a preparation gap and academic adjustment, gap between curriculum and assessments, classroom experiences, high self-expectations, and utilization of resources. The findings from research question two revealed that five aspects of the students' backgrounds impacted their academic experiences: aspiration for professional careers, self-reliance, parental involvement, personal encouragement and spiritual connections, and the role of public school. In response to research question three the study concluded that the institutional context of a major public university impacted the academic experiences of the students in three ways: selection processes and pre-major curricular of selective majors, unequal opportunity to succeed in classes, and the availability of academic resources. Finally, the study concludes that the extent to which a higher educational institution holds itself accountable for social equality influences how the institution manages the balance between equal opportunity and meritocracy. The last chapter includes a developing theory of the relationship between the institutional context and college experiences of first generation low income students of color, implications for practice, administrator preparation, and future research.