Using Narrative Inquiry to Understand Faculty Supporting First-Generation, Low-Income College Students of Color

ABSTRACT

First-generation, low-income (FLI) college students of Color are less likely to complete a college degree compared to their more advantaged peers, yet little is known about the classroom and cocurricular experiences that support their achievement. Using an anti-deficit achievement framework to situate this narrative inquiry, I conducted semi-structured interviews with successful FLI college students of Color and recent graduates to understand how interactions with faculty influenced students’ success and graduation. My analysis establishes a need for additional faculty professional development around supporting marginalized students and contributes to our understanding of best practices to bolster FLI college students of Color success.

KEYWORDS:

• First-generation
• low-income (FLI) college students of color
• student-faculty interactions
• success
• narrative inquiry
• anti-deficit

Disclosure statement

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