Negotiating multiple identities within multiple frames: an analysis of first‐generation college students

Abstract

This article draws from narratives, collected from 79 first‐generation college (FGC) students across several different campuses, to explore the saliency of FGC student status and the various ways in which it is enacted during interactions with others. Communication theory of identity serves as the study's theoretic foundation. Multiple points of analysis capture the complex nature of identity negotiation for FGC students. Findings warrant three conclusions: (1) the salience of FGC status in their daily interactions varies considerably among students; (2) FGC status appears to be more important for individuals who also identify as co‐cultural group members; and (3) FGC students appear to lack any significant sense of communal identity.

Keywords:

• identity
• identity negotiation
• first‐generation college students
• communication theory of identity

Notes

Mark P. Orbe (PhD, Ohio University, 1993) is associate professor in the Department of Communication and the Center for Women's Studies at Western Michigan University, Department of Communication, 1903 W. Michigan Avenue, Kalamazoo, MI, 49008. The research reported here was funded by a grant from the Western Michigan University's Faculty Research and Creative Activities Support Fund. Mark P. Orbe can be contacted at [email protected]

Additional information

Notes on contributors

Mark P. Orbe

Mark P. Orbe (PhD, Ohio University, 1993) is associate professor in the Department of Communication and the Center for Women's Studies at Western Michigan University, Department of Communication, 1903 W. Michigan Avenue, Kalamazoo, MI, 49008. The research reported here was funded by a grant from the Western Michigan University's Faculty Research and Creative Activities Support Fund. Mark P. Orbe can be contacted at [email protected]