Date of Award
Spring 6-1-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Leadership
First Advisor
Kandace Hinton
Second Advisor
Kelsey Bogard
Third Advisor
George Towers
Abstract
The purpose of this study was to understand the experiences of first-generation community college faculty through narrative inquiry. Qualitative data were collected through semi-standard interviews with full-time community college faculty who were first-generation college students. In the first level of analysis, narrative accounts were created from the data, and in the second level of analysis, narrative accounts were compared for the identification of codes. Three themes emerged from data analysis: (a) being college bound from school age, (b) facing barriers to academic success as undergraduates, and (c) relating to students as faculty. The implications of the study are that first-generation community college faculty may be engaging in undue emotional labor, being college bound from school age may lead to positive outcomes for firstgeneration students, and first-generation college students who become community college faculty may have experienced some of the same barriers to academic success as first-generation college students generally.
Recommended Citation
Nevins, Patrick, "From First Gen to Faculty: A Narrative Study of First-generation College Students Who Became Community College Faculty" (2024). All-Inclusive List of Electronic Theses and Dissertations. 3708.
https://scholars.indianastate.edu/etds/3708
Included in
Educational Leadership Commons, Educational Psychology Commons, Higher Education Commons