Managing Intersectional Invisibility and Hypervisibility During the Transition to College Among First-Generation Women of Color

This study examined the transition to college for first-generation women of color. Previous studies of first-year college experiences among groups with minoritized statuses have primarily focused on first-generation students or students of color separately, with little consideration of women within these groups generally, and first-generation women of color specifically. Drawing from work in Black feminist scholarship, the authors explored the transition to college from the perspective of first-generation women of color college students, examining the resources, strengths, and challenges experienced during this transition. Fourteen self-identified first-generation women of color students participated in semi-structured interviews. Respondents were asked a series of open-ended questions about their first-year college experiences, including family dynamics, social support, and mental health. Using thematic analysis, the authors identified five major themes—Identity, Imposter Phenomenon, Mixed Formal Support, Complicated Family Support, and Friendship, Social, and Emotional Support. Their findings suggest that first-generation women of color college students encounter unique challenges that warrant further investigation. Furthermore, they recommend structural programming (e.g., diversity initiatives), university policies (e.g., need-blind admissions), and increased faculty and staff diversity as strategies that will benefit all students and provide support for first-generation women of color college students.

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