Learning a Little Bit Harder: The Intersecting Experiences of First-Generation and Single-Mother College Students
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| Title: | Learning a Little Bit Harder: The Intersecting Experiences of First-Generation and Single-Mother College Students |
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| Language: | English |
| Authors: | Natalie Lecy, Elizabeth Hendrix, Brian A. Droubay |
| Source: | Journal on Empowering Teaching Excellence. 2025 9(1):17-32. |
| Availability: | Utah State University. Merrill-Cazier Library, 3000 Old Main Hill, Logan, UT 84322. Tel: 435-797-1391; e-mail: jete@usu.edu; Web site: https://digitalcommons.usu.edu/jete/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Experience, First Generation College Students, Mothers, One Parent Family, Social Capital, Social Differences, Guidelines, Student Needs, Intersectionality, Barriers, Academic Achievement, Academic Support Services, Teacher Student Relationship, College Faculty, Peer Relationship, Family Characteristics, Institutional Characteristics, Mentors, Critical Theory |
| ISSN: | 2644-2132 |
| Abstract: | This study examines the experiences of nine first-generation, single-mother college students, focusing on these intersecting, double-jeopardy identities. Participants' difficulty navigating college varied; contributing factors included family background, social capital, the type of college attended, and whether they established a mentor. The following themes were established: 1) realizing college is an option, 2) caught between two worlds, 3) college wasn't designed for us, 4) economic barriers, and 5) disparities in social capital. Our findings indicate colleges were unprepared to meet the unique challenges faced by this group. We present recommendations for the incorporation of specific supports in institutions and classrooms of higher education, including making implicit higher education customs explicit by creating cultural roadmaps to help students succeed, informing students of guidelines for successful communication with faculty, emphasizing and investing in completion of degrees as much as recruitment efforts, allowing parental accommodations in the classroom where possible, fostering avenues of personal connection and relationship-building with faculty and peers, and connecting students with financial and community resources as needed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471314 |
| Database: | ERIC |
| Abstract: | This study examines the experiences of nine first-generation, single-mother college students, focusing on these intersecting, double-jeopardy identities. Participants' difficulty navigating college varied; contributing factors included family background, social capital, the type of college attended, and whether they established a mentor. The following themes were established: 1) realizing college is an option, 2) caught between two worlds, 3) college wasn't designed for us, 4) economic barriers, and 5) disparities in social capital. Our findings indicate colleges were unprepared to meet the unique challenges faced by this group. We present recommendations for the incorporation of specific supports in institutions and classrooms of higher education, including making implicit higher education customs explicit by creating cultural roadmaps to help students succeed, informing students of guidelines for successful communication with faculty, emphasizing and investing in completion of degrees as much as recruitment efforts, allowing parental accommodations in the classroom where possible, fostering avenues of personal connection and relationship-building with faculty and peers, and connecting students with financial and community resources as needed. |
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| ISSN: | 2644-2132 |
