The High, Low, and Turning Points of College: First Generation Students’ Identity Negotiations and Configurations

ABSTRACT

This retrospective study assessed how first-generation college students (FGCS) configured their relational and academic/career identities. Forty-one FGCS completed a lifeline mapping their academic and relational high points, low points, and turning points in high school and college. They then explained these points in a semi-structured interview. While most FGCS experienced a high point after being admitted to college, during their first year they coped with academic and relational low points. We used thematic analysis to derive codes for these experiences and then, holistically classified participants into identity configurations. As predicted, the identity synthesis/assimilation configuration was most frequent. The results are discussed in the context of identity development in college-going FGCS and how their multiple identities support or challenge their academic persistence.

KEYWORDS:

• First-generation college students (FGCS)
• identity development
• identity configurations
• low points and high points
• turning points

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. To avoid sexist language, we used the term frosh instead of freshmen.

2. To protect confidentiality, participants’ names have been changed.

3. The Educational Opportunities Program, EOP, is a U.S. government academic outreach program that supports first generation college students.

Additional information

Funding

This work was supported by the Committee on Research, University of California at Santa Cruz [36146-445224].