Date of Award
2022
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
The purpose of this study was to explore the experiences of Black first-generation college students enrolled at historically White institutions as well as their parents and how parental support influences their experiences in successfully navigating the collegiate process at historically White institutions in order to provide a better understanding of the need for recognition of the cultural capital of Black first-generation college students in order to create an environment that encourages and provides support for college retention and persistence. This study utilized a qualitative research approach to answer the following questions: What are the experiences of Black first-generation college students in utilizing parental support to successfully navigate the collegiate process at historically White institutions?†and Is community cultural wealth enough for Black first-generation students to be successful at historically White institutions?†The study showed that the student research participants were determined to complete college in spite of the lack of parental support they felt that they needed. They all found support through mentor programs and cultural groups. The study showed that the cultural wealth students brought from home did not help them to navigate the college process but gave them the motivation to continue to stay in college when they were faced with adversities.
Recommended Citation
Forrest, Angelia D., "I Felt Like I Couldn't Be Myself: The Experiences Of Black First-Generation College Students At Historically White Institutions And The Role Parental Support Played In Their College Navigation" (2022). All-Inclusive List of Electronic Theses and Dissertations. 1961.
https://scholars.indianastate.edu/etds/1961