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Using Narrative Inquiry to Understand Faculty Supporting First-Generation, Low-Income College Students of Color

Sarcedo / Journal of First-generation Student Success / August 2022

Ferris State University_ Student Interaction with Faculty

First-generation, low-income (FLI) college students of Color are less likely to complete a college degree compared to their more advantaged peers, yet little is known about the classroom and cocurricular experiences that support their achievement. Using an anti-deficit achievement framework to situate this narrative inquiry, the author conducted semi-structured interviews with successful FLI college students of Color and recent graduates to understand how interactions with faculty influenced students’ success and graduation. This analysis establishes a need for additional faculty professional development around supporting marginalized students and contributes to an understanding of best practices to bolster FLI college students of Color success.

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