First Generation College Students’ Persistence at a Midwestern University

Abstract

This qualitative study highlights the voices of 37 first generation college students (FGCS) pursuing their bachelor’s degree at a four-year university. We framed the study using Tinto’s (1993) theory of student integration layered with student voice theory, to develop a deeper understanding of FGCS college experiences and what they needed to persist to graduation. FGCS attributes prior to attending college would suggest they are at greater risk for non-completion due to lack of college readiness, financial instability, as well as competing expectations, responsibilities, and family obligations. However, these FGCS shared stories of persistence, their focus on academic achievement, and determination to complete their degrees. The findings indicated these FGCS relied on a network of personal connections in addition to university services to support their unique journey through academia. These holistic supports mitigated to help them adapt to higher education demands despite a lack of on-campus social integration.