Intersectionality: The Experience of Race and First-Generational Status on Sense of Belonging

Overall, there has been an increase in students earning bachelor’s degrees, but for first-generation college students (FGCS), the overall percentage earning a degree is decreasing. Overall, the available literature provides information about the factors that lead to the disparities experienced by FGCS (i.e., socioeconomic factors, cultural mismatch) with some studies focused only on smaller subtypes of FGCS (i.e., specific racial or ethnic groups). Studies have also identified several potential strategies to increase a student’s sense of belonging, such as extracurricular activities, clubs and organizations, and student or faculty. Despite these efforts, FGCS continue to have disparities related to bachelor degree completion rates and a higher amounts of loans to pay off. Missing from the literature is an intersectional look at the various social identities that may be impacting FGCS sense of belonging on a college campus. This study fills the gap by utilizing a qualitative methodology from a social work perspective to gain a rich understanding of a heterogeneous sample of 10 FGCS, with 7 completing a second interview, while also interviewing 4 key university administrators, faculty, and staff to gain a better understanding of the systemic issues impacting this population. This study explores how first-generation college students experience a sense of belonging within a college, illustrated by three identified overarching themes: 1) navigating without a map, 2) paths to belonging, and 3) broader environmental supports. This findings from this study contributes to the literature by providing and intersectional look into the insufficient structures surrounding FGCS, the strengths and supports that FGCS pull from to gain a sense of belonging, and the overall family impact of a FGCS entering into a college environment.