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Exploring the experiences of first-generation college students pursuing master’s degrees

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Exploring the experiences of first-generation college students pursuing master’s degrees

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Content Running head: EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 1

Exploring the Experiences of First-Generation College Students pursuing Master’s Degrees
Karina Medrano
Educational Counseling
Master of Education
University of Southern California
May 11, 2018

EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 2
Table of Contents
Abstract…………………………………………………………………………………………...5
Chapter One: Background, Purpose, and Overview…………………………………………..6
Statement of Problem……………………………………………………………………...8
Significance of Study…………………………………………………………………….10
Theoretical Framework…………………………………………………………………..12
Methodology……………………………………………………………………………..14
Organization of Study……………………………………………………………………15
Chapter Two: Review of Literature……………………………………………………...……16
First-Generation Students………………………………………………………………..16
Undergraduate Students....……………………………………….………………………17
Master’s Students...………………………………………………………………………21
Doctoral Students………………………………………………………………………...27
Themes…………………………………………………………………………………...30
Transition Theory………………………………………………………………………...32
Connection to Framework………………………………………………………………..35
Chapter Three: Research Design and Approach…...…………………………………...……38
Worldview and Design….……………………………………………………………….38
Research Site, Sample, and Participants…..……………………………………………..40
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 3
Figure 1. Overall Demographic Information…………………………………………….41
Data Collection Procedure……………..…..…………………………………………….42
Data Analysis………………………….…..……………………………………………..45
Limitations of the study………………..…..…………………………………………….49
Chapter Four: Findings…............................................…………………………………...……50
First-Generation Status.………………..…..…………………………………………….50
Anticipated Experiences………….....…..…………………………………………….....53
Unanticipated Experiences…………….…..……………………………………………..60
Strengths……………………………….…..…………………………………………….67
Chapter Five: Analysis and Discussion.......................…………………………………...……81
Analysis of Findings…………………...…..…………………………………………….81
Figure 2. Strengths of First-Generation Students in Master’s Programs.………………..83
Research Implications……………………..……………………………………………..84
Practice/Policy Implications…………...…..…………………………………………….88
Concluding Thoughts………………….…..……………………………………………..95
References……………..…............................................…………………………………...……97

EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 4
Appendices……………..…............................................………………………………...…….107
Appendix A. Recruitment Flyer…….….…..……………………………………………107
Appendix B. Consent Form…...…….….…..…………………………………………...108
Appendix C. Survey……….….…….….…..……………………………………………111
Appendix D. Interview Handout……….…..…………………………………………...113

EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 5
Abstract
First-generation college students pursuing master’s degrees were examined to learn about
their experiences and strengths pursuing their degrees. Through qualitative approaches and
Transition Theory this study found that students experiences include not always knowing what to
anticipate and not anticipate while applying to master’s programs and while in their master’s
programs. Yet, they successfully pursue master’s degrees because of strengths they bring to their
experiences. Seven participants discuss their experiences as well as support systems, inner
strengths, personal attributes, and strategies they deploy to navigate anticipated and
unanticipated experiences. Purposed with reframing how researchers, practitioners, and students
view first-generation status, this study challenges deficit discourse about first-generation
students. Through phenomenological approaches, students’ voices are used to exemplify
strengths in first-generation status. It is because of their status that students describe themselves
as resilient, resourceful, and capable of pursuing their master’s degree. Participants offer
institutions the following implications to better support their experiences through graduate
school: be more open, honest, and upfront about master’s program information (admissions,
resources, costs etc.); foster high faculty and student engagement; expose students to graduate
education and encourage them to pursue it; and do not assume all first-generation students’
experiences are the same.
Keywords: first-generation, master’s program, graduate education, transitions, strengths

EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 6
CHAPTER ONE:
BACKGROUND, PURPOSE, AND OVERVIEW
Exploring the Experiences of First-Generation College Students pursuing Master’s Degrees
First-generation college students (FGCS) are students whose parents have not received an
undergraduate degree (Tate et al., 2015; Inman & Mayes, 1999; Ishitani, 2006; Choy, 2001;
Nunez & Cuccaro-Alamin, 1998; Pascarella, Pierson, Wolniak, & Terenzini, 2004; Terenzini,
Springer, Yaeger, Pascarella, & Nora, 1996). They are primarily described as students from low-
income backgrounds and disproportionately from traditionally marginalized racial/ethnic groups
(Engle & Tinto, 2008; Lohfink & Paulsen, 2005, National Science Foundation & National Center
for Science and Engineering Statistics, 2012; Terenzini et al., 1996). Their pursuit of higher
education comes with significant challenges (Chen, 2005; Engle & Tinto, 2008). It is likely that
they have little to no context of a college-going culture, receive less support from family related
to college enrollment, work fulltime while in school, and interact less with faculty (Terenzini et
al., 1997). They do not perform as well academically as their non-first-generation peers (Chen,
2005; Engle & Tinto, 2008; Thayer, 2000; Warburton, Bugarin, Nunez, & Carroll, 2001) and
persist at lower rates (Engle & Tinto, 2008; Lohfink & Paulsen, 2005). First-generation college
students (FGCS) feel less confident in their ability to succeed in college (Gibbons & Borders,
2010) and deal with institutional barriers that stand in their path to success (Spiegler &
Bednarek, 2013).
While existing studies document the challenges first-generation college students (FGCS)
face at the undergraduate (Choy 2001 & 2002; Engle & Tinto, 2008; Demetriou, Meece, Eaker-
Rich, & Powell, 2017) and doctoral level (Gardner & Holley, 2011; Gardner, 2013; Holley &
Gardner, 2012), little research exists about this population at the master’s level (Portnoi &
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 7
Kwong, 2011). Yet, a recent report from the Council of Graduate Schools by Okahana, Feaster,
and Allum (2016) found that enrollment rates in master’s programs is surpassing that of doctoral
and graduate certificate programs. For example, in Fall 2015, 73.5% of total graduate enrollment
was in master’s programs (Okahana et al., 2016). Furthermore, “although there is a large body of
research on the challenges FGCS face in terms of college success, there is little research about
strengths or resources this population brings to their experience as a college student” (Tate et al.,
2015, p. 295). Researchers are attempting to move away from looking at first-generation college
students (FGCS) in a deficit mindset - what students lack to succeed (Dowd & Bensimon, 2015)
and instead focus on learning what strategies FGCS use to navigate higher education (Demetriou,
Meece, Eaker-Rich, & Powell, 2017). Generally, research finds that engagement of coursework,
participating in faculty-mentored research, studying or traveling abroad, participating in student
organizations, participating in volunteer service, and joining a small community contribute to
FGCS being successful in college (Demetriou et al., 2017).
This study explores first-generation college students’ experiences at the master’s level
because research indicates that obstacles first-generation college students (FGCS) face at the
undergraduate level are likely to persist through higher levels of education (Holley & Gardner,
2012, p. 113). This study moves away from a deficit mindset and towards a strength based
mindset, by exploring first-generation college overall experiences and intentionally seeking to
learn about their strengths, not only their challenges. It is guided by the following research
questions:
Research Question 1: Using Schlossberg’s Transition Theory, what are the anticipated
and unanticipated transitional experiences of first generation college students pursuing
master’s degrees in education?
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 8
Research Question 2: What are the strengths of first-generation college students that
help them pursue their master’s degree?
First-generation is defined as a student whose parents has not earned a bachelor’s degree
or beyond (Tate et al. 2015; Inman & Mayes, 1999; Ishitani, 2006; Choy, 2001; Nunez &
Cuccaro-Alamin, 1998; Pascarella et al., 2004; Terenzini et al., 1996). Master student is defined
as a student that has completed a bachelor’s degree and is currently pursuing a master’s degree.
The purpose of this phenomenological study is to explore the transitional experiences and
strengths of first-generation college students in master’s programs that help them enter and
persist through their graduate education. Graduate school is challenging for all students (Nettles
& Millett, 2006) but “extant literature has noted specific challenges endemic to the first-
generation student population” (Gardner, 2013, p. 51). For these reasons, understanding the
experiences of first-generation college students in master’s programs is crucial and remains
pressing (Morales, 2012).
Statement of Problem
This paper addresses several problems: low completion rates in graduate education, lack
of research focused on the master’s level, and the problem of research focusing on the challenges
of first-generation students.
Completion Rates. Though students of color in master’s programs saw greater increases
in first-time enrollment with 7.6% of Hispanics/Latinos, 6.6% of Black/African Americans, 4.6%
of Asians/Pacific Islanders, and 3.4% of American Indian/Alaska Natives enrolling (Okahana et
al., 2016) “completion rates for all graduate students are lower than optimal and the ‘failure to
complete’ problem is more serious among students from underrepresented populations: both
women and minorities” (Council of Graduate Schools, 2008b, p. 1; Gardner, 2013). For students
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 9
of color that are also first-generation there are “particular issues and challenges that could
ultimately impede their retention and success” (Gardner, 2013, p. 43). We know that 40-70% of
doctoral students leave and do not complete graduate programs (Bowen & Rudenstine, 1992;
Noble, 1994; Tinto, 1993). We also know that at the undergraduate level nearly 90% of first-
generation students that enroll fail to graduate within six years (Saenz, Hurtado, Barrera, Wolf,
& Yeung, 2007). For first-generation college students, high attrition rates, or the rates of students
who do not complete their degree programs, are attributed to several things: struggling to
understand the “rules” of graduate education, not having “models from home, from popular
culture, or from undergraduate education” (Gardner, 2013, p. 47), feelings of not belonging or
“otherness” in terms of class, gender, and race (Gardner & Holley, 2011; Gardner, 2013),
absence of community (Gardner, 2007), and imposter syndrome (Gardner, 2013). With no
“network of support provided by peers, faculty, and funding, graduate students may be more apt
to leave their programs” (Gardner, 2007, p. 728) and students harvest feelings of frustration,
confusion, ambiguity, discontent, disappointment and dissatisfaction with the overall graduate
experience (Gardner, 2007, Hartnett & Katz, 1977, Lovitts, 2001). “It is this dissatisfaction,
unfortunately, that can impede students’ degree to success and may even lead students to
withdraw from their degree programs” (Gardner, 2007, p. 724; Lovitts, 2001). Understanding
what contributes to non-completion and failure to graduate is important because “higher
education institutions are in a significant position to enhance the experiences of this student
population through deliberate programs and actions that target first-generation students” (Holley
& Gardner, 2012, p. 120). “As institutions, particularly comprehensive master’s providers enroll
growing numbers of first-generation students, ensuring the positive experiences and success of
this group of individuals becomes increasingly imperative” (Portnoi & Kwong, 2011).
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 10
Lack of previous research. Currently, there is a lack of research on master’s students,
especially first-generation college students in master’s programs (Portnoi & Kwong, 2011).
Doctoral students receive considerable attention in research (Baird, 1993; Berelson, 1960;
Council of Graduate Schools, 2008; Golde, 1998; Lovitts, 2001; Gardner, 2013) because of high
attrition rates. Undergraduate students receive attention in research (Holley & Gardner, 2012)
because they comprise “approximately 50% of all [undergraduate] college students and roughly
34% of students enrolled in four-year institutions” (Tate et al., 2015, p. 295; Choy, 2002). Only
one article in the review of literature was specific to first-generation college students in master’s
programs by Portnoi & Kwong (2011). With enrollment rates on the rise and the percentage of
master’s degrees awarded (82.5%) surpassing that of doctorate degrees (11.7%) and graduate
certificates (5.9%) (Council of Graduate Schools, 2016) exploring the experiences of first-
generation college students in master’s programs is important. This study begins addressing the
omission of first-generation college students in master’s programs in research.
Significance of Study
This study is significant in many ways. Its purpose to focus on the exploration of
students’ overall experiences and to focus on strengths of students is significant because it
challenges deficit discourse about first-generation students. It is significant in that it uses student
voices to explore how first-generation college students experience their pursuit of a master’s
degree. It is significant in that it responds to the mentioned problems. It is significant in its use of
transition theory as the theoretical framework to explore students’ experiences.
This study does not focus on attrition rates, it does not focus on why students do not
complete their programs, it focuses on first-generation college student’s ability to overcome
barriers to reach success and to pursue a master’s degrees. This study adds to the body of
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 11
literature because it sheds light on the strategies and strengths FGCS possess and use to support
their success and completion. Learning what helps students complete their programs, to foster
those success strategies, as opposed to learning solely about the barriers student face and how to
mitigate them is a different approach this research hopes further. Beyond that, this study hopes to
further explore the findings that even with “compounded challenges pursuing graduate
education” (Lunceford, 2010, p. 13) “being a first-generation student was often perceived as an
asset” by participants in Holley & Gardner’s (2012) study of doctoral students (p. 119). It is
important to further explore Holley & Gardner’s (2012) research about how students perceive
their first-generation status as an asset because the “tenor of the literature surrounding graduate
education and the graduate student experience is predominately negative, pointing to the many
issues, problems, and dilemmas that face graduate education and its students” (Gardner, 2007, p.
730). Building up the narrative that first-generation status is an asset and fostering the strengths
students bring to their experiences to successfully pursue master’s degrees is what this study
hopes to accomplish.
Using student voices this study explores and explains the factors that impact students will
and ability to complete their education. “Academia, which remains stratified by privileges of
class, gender, and race, needs first-generation and working-class voices” (Harvey, & Housel,
2011, p. 101) to express their struggles, successes, and needs in their own words. Student voices
have contributed to understanding the challenges and obstacles they face but little focus has been
given to what students need to thrive. Recommendations about improving and better supporting
the experiences of first-generation college students (FGCS) in graduate school have been
inferred from exploring the challenges of first-generation students, they have not come from the
voices of students – that is what this study seeks to add to the body of literature. This research
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 12
will impact how practitioners understand and serve first-generation college students. At the
undergraduate level, this study’s findings will help inform how institutions promote and prepare
students for graduate education. At the graduate level, findings will dictate, from the words of
students themselves, what they experience and thrive off in their journey towards a master’s
degree and what they need from institutions and higher education professionals to support their
success and growth.
This study is also significant in that, it expands how Nancy Schlossberg’s (1981),
Transition Theory relates to college students. Transition theory was created as an adult
development theory, it was later expanded to understand the transitional experiences of
undergraduate students and this study further expands its relation to college students by using it
to examine the transitional experiences of master’s students and first-generation college students.
Theoretical Framework
Transition Theory by Nancy Schlossberg (1981) examines transitions people experience,
the changes they face from life altering moments and how they cope with their changing
circumstances (Evans, Forney, Guido, Patton, & Renn, 2010; Schlossberg, Waters, & Goodman,
1995). It is appropriate as the framework for this study because it allows experiences, and coping
mechanisms (strengths) of first-generation college students in master’s programs to be explored.
Transition Theory encompasses understanding transitions and the means in which to cope with
transitions.
Schlossberg et al. (1995) defines transitions as experiences “that results in changed
relationships, routines, assumptions, and roles” (p. 27). Understanding transitions requires
differentiating between three types:
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 13
• Anticipated: life events we expect, for example, high school students expect to graduate
high school.
• Unanticipated: unexpected and often disruptive events such as major surgery or illness.
• Nonevents: anticipated events that do not occur such as not getting into college or getting
into college but not receiving financial aid that was anticipated.
Transitions involve “leaving one set of roles, relationships, routines, and assumptions and
establishing new ones” which can be difficult and takes time (Schlossberg, 2011, p.160). The 4 S
System is designed to help cope with transitions (Anderson, Goodman, & Schlossberg, 2011;
Schlossberg, 2008). The 4 S’s include situation, self, support, and strategy, defined as:
• Situation: refers to a person’s situation at the time of the transition. Whether stressors
exist in a person’s life and how they influence coping with change. For example, if a
student is admitted to college in a new city with a full tuition scholarship but is the
caregiver for their parents, transitioning to college becomes that more difficult.
• Self: refers to a person’s inner strength and outlook on life. Is one optimistic and
resilient?
• Support: refers to the support and resources available during transitions.
• Strategies: refers to a person’s flexibility to use various ways to change a situation,
reframe a situation, and/or reduce stress (Pearline & Schooler, 1978). For example,
brainstorming or using seek-helping behaviors, trying to see opportunities from a
nonevent, meditating or exercising.
First-generation students have been found to experience barriers and challenges pursuing higher
education, such as marginalization and prejudice based on personal identities, such as gender and
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 14
racial/ethnic identity (Gardner & Holley, 2011; Leyva, 2011), financial difficulties, and lack of
support from social networks (Leyva, 2011). “The fact that these barriers will likely be a part of
their experience in graduate school necessitates that [first-generation] students believe they have
the ability to cope with such challenges” (Tate et al., 2015, p. 430). This theory assesses the
experiences and coping mechanisms (strengths) students possess and leverage to complete their
graduate programs.
Methodology
This study relies on a constructivist worldview, qualitative approach, and
phenomenological design. These research approaches support this studies goals to learn about
the experiences of first-generation college students in master’s programs from their perspectives
and own voices. Constructivist worldview relies “as much as possible on participants’ views of
the situation being studied” (Creswell, 2014, p. 37). Qualitative research focuses on participants,
how they experience their lives, perceive those life experiences and make sense of it all
(Fraenkel & Wallen, 1990; Merriam, 1998). Qualitative because this approach is exploratory as
this studies inquiry of the experiences of students aims to be. Phenomenology emphasizes
subjectivity of participants experiences and views from their point of view (Bogdan & Biklen,
1982).
Aligning with the research approaches, the research methods include purposeful
sampling, participant led interviews, and surveys to capture the experiences of first-generation
college students in master’s programs through their voices. The sample for this study is
composed of participants from one large, selective, private institution, all pursuing a master’s
degrees, and all studying Education. The field of Education was selected because first-generation
students are “more likely to be concentrated in particular disciplines and professional fields, such
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 15
as Education” (Gardner, 2013, p. 44; Science Foundation & National Center for Science and
Engineering Statistics, 2012) at the doctoral (Gardner, 2013) and master’s level (Council of
Graduate Schools, 2016). Purposeful sampling, “because the idea of qualitative research is to
select participants that will best help the researcher understand” the phenomena under study
(Creswell, 2007, p. 239) and because phenomenology requires that participants share “lived”
experiences of the same phenomenon (Creswell, 2007) which is why all participants are from
one institution, one master’s program, and all in Education. Semi-structured, participant-led
interviews are useful when participants cannot be directly observed. The researcher of this study
did not have the capacity to follow students over the span of multiple years (from applying to
graduating from their master’s program). Surveys were used because it “enables a researcher to
obtain the language and words of participants” and it “represents data to which participants give
attention” (Creswell, 2007, p. 242). The methodology of this study was influenced by the
theoretical framework and was intentionally selected to yield the best data for this research
study.
Organization of Study
In the chapters that follow, the experiences of first-generation college students in
master’s programs are explored. Chapter Two presents a review of literature on first-generation
students at the undergraduate, master and doctoral levels and about the theoretical framework of
this study. Chapter Three discusses the methods of this study, outlining the recruitment, data
collecting and analysis procedures. In Chapter Four, research findings are summarized. Chapter
Five includes an analysis of the findings, research implications and recommendations on
working with first-generation college students in master’s programs.

EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 16
CHAPTER TWO:
REVIEW OF LITERATURE
Much is known about “first-generation college student’s academic preparation, transition
to postsecondary education, and progress toward degree attainment” with respect to
undergraduate and doctorate degrees (Pascarella et al., 2004, p. 250). This literature review
showcases the lack of research on first-generation college students at the master’s level as well
as the deficit discourse that exists in research. In the following sections, I present an overview of
research on first-generation students (FGS) – their characteristics and factors that affect their
transitional experiences at undergraduate, master and doctoral levels. I connect existing literature
to the purpose of this study and then review research and connect Nancy Schlossberg’s
Transition Theory to this study. The review of literature was conducted using different versions
of the following key terms: first-generation students’ experiences, first-generation master’s
students, first-generation graduate students, first-generation transitions and the following
databases: Education Source, Google Scholar, ERIC ProQuest, ERIC EBSCO, and PsycINFO.
First-Generation Students
First-generation college students are students whose parents have no more than a high-
school education (Pascarella et al., 2004, p. 275). They are more likely to be older and have
dependents (Terenzini et al., 1996), to not be white or non-Hispanic, to have lower incomes, be
married, live off-campus, receive financial aid, and be working fulltime while enrolled in school
(Nuñ ez & Cuccaro, 1998). They are described as having lower achievement rates and degree
aspirations than non-first-generation students and often rate themselves lower academically then
their peers. They are more likely to “enroll in postsecondary education part-time, attend public 2-
year institutions; private, for-profit institutions; and other less-than-4-year institutions than their
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 17
non-first-generation counterparts” (Nunez & Cuccaro, 1998, p. iii). Even after controlling for
factors like academic preparation, support from parents, and family income, students whose
parents did not go to college remain at a distinct disadvantage regarding their college
experiences, access and persistence.
First-generation students (FGS) face academic, social, financial, and cultural challenges
that make it difficult for them to adapt to undergraduate and graduate studies (Gibbons &
Woodside, 2014). “First-generation college students’ students lack personal skills and social
supports and when they are also an ethnic minority they face additional challenges” (Dennis,
Phinney, & Chuateco, 2005, p. 223). They experience college differently than their non-first-
generation peers (Nuñ ez & Cuccaro, 1998; Pascarella et al., 2004) not only because they are
different ethnically and by socio-economic status but also because they struggle connecting with
peers. Their first-generation status is “invisible” and often, rather than embracing and sharing
their identity students believe they should “get over” their first-generation status and handle
school on their own (Orbe, 2004). It is challenging for FGS to identify peers, classmates and
institutional agents that share the first-generation habitus, which contributes to the struggle of
connecting with peers and role models. This literature review seeks to make the invisible, visible
by discussing what it means to be first-generation, their unique characteristics, experiences, and
the support that aids their success.
Undergraduate Students
First-Generation Undergraduate Students (FGUS) are students that are first in their
family to pursue a baccalaureate degree. FGUS are more likely than non-first-generation students
to be low-income, older, female, have a disability, come from minority backgrounds, have
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 18
dependent children, and have low degree aspirations (Gardner, 2013; as cited by Portnoi &
Kwong, 2011).
Enrollment. First-generation students are most concentrated at two-year colleges (Nunez
& Cuccaro, 1998). In fact, enrollment trends have indicated that first-generation students have
been less likely than non-first-generation students to attain bachelor’s degrees and more likely to
attain vocational certificates (Nuñ ez & Cuccaro, 1998). A study by Choy (2001) found that
between 1995-1996, 53% of first-generation students entered two-year colleges versus 34% at
four-year institutions. Not only do differences in the types of institutions that first-generation
college students enroll in exist, college enrollment rates also vary considerably with parents’
educational attainment (Choy, 2001). First-generation students have generally enrolled into
college at lower rates than non-first-generation students. A study by Choy (2001) found that only
“36% of students whose parents had less than a high school diploma enrolled in college
immediately after finishing high school meanwhile 82% of students whose parents held a
bachelor’s degree enrolled in college immediately after high school” (p. xvii). As parental
education increases so does the likelihood of a first-generation student’s attainment or enrollment
in college (Choy, 2001).
College Aspirations. First-generation students often report that financial security is very
important to them when choosing to go to college. “Being very well off financially” and “being
able to find steady work” are common reasons for pursuing higher education (Nuñ ez & Cuccaro,
1998, p. 21; Gibbson & Woodside, 2014). First-generation students are also more likely to cite
that “[giving their] children better opportunities than [they’ve] had are very important to them”
(Nuñ ez & Cuccaro, 1998, p. 23). “First-generation students were more likely than non-first-
generation students to value improving their financial and professional status, which may reflect
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 19
qualities of their lower socioeconomic status and parental educational attainment” (Nuñ ez &
Cuccaro, 1998, p. 27). Dennis et al. (2005) noted that “motives for attending college are
influenced be their cultural values” (p. 224).
Selection of institution. First-generation students (FGS) consider cost, location, and
reputation of a university differently than their non-first-generation peers. “Consistent with their
lower incomes, first-generation students are more likely to report that ‘[obtaining] the financial
aid [they] need’ and finishing courses in a short period are very important when choosing their
institution” (Nuñ ez & Cuccaro, 1998, p. 25). “Living close to parents and relatives are [also]
very important to them” (Nuñ ez & Cuccaro, 1998, p. 23). FGS select a school based on whether
they can get a job on campus, if it is close to home, and the financial aid offered to them above
other factors.
Transition. Nunez & Cuccaro (1998) conducted an analysis of students’ academic and
social integration in relation to their first-generation status, referred to as “integration and
cultural transformation” (p.3). Their findings showed first-generation students have “lower levels
of academic integration than other students” meaning they were less likely to attend career-
related lectures, meet with their advisor concerning academic plans, talk about academic matters
with faculty, or participate in study groups with other students (Nuñ ez & Cuccaro, 1998, p. 29).
“First-generation students also had lower levels of social integration in the college environment
than their non-first-generation counterparts” meaning they were less likely to go out to places
with friends from school, participate in school clubs, have contact with faculty outside of class,
and participate in student assistance centers/programs (Nuñ ez & Cuccaro, 1998, p. 32). Lower
levels of social and academic integration levels could relate to FGS typically being older, having
less time or interest to participate in activities and cultural differences, “family responsibilities,
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 20
part or fulltime work, poor academic preparation, and especially because they have no family
member with any postsecondary education” (Nuñ ez & Cuccaro, 1998, p.3).
Support Services. Because of lower enrollment rates, persistence rates and challenges
transitioning into college support programs have been created to empower minoritized, low-
income, and first-generation students to pursue and persist through post-secondary education
(DeAngelo, 2016; Portnoi & Kwong, 2011; Tinto, 1993). Because of differences in enrollment
trends between first-generation and non-first-generation students, they are the most frequently
targeted group (along with student of color and low-income students) for outreach programs
designed to raise the level of student preparation and readiness for postsecondary work (Swail &
Perna, 2000). First-year experience programs, small learning communities, college success
courses, and special programs like the Educational Opportunity Program (EOP), PUENTE,
Upward Bound and Advancement via Individual Determination (AVID) have served first-
generation students at the high school, community college and undergraduate level for years
because of research showing they need support. They provide mentorship (Reid & Moore, 2008),
support services (Tinto, 1993; Engle & Tinto, 2008), financial help (Nuñ ez & Cuccaro, 1998),
social support (Gibbson & Woodside, 2014) and familial support (McCarron & Inkelas, 2006)
because these things have been deemed “necessary for first-generation students to be successful
in college” (Gibbson & Woodside, 2014, p.22). Support programs help combat feelings of
isolation and the idea that FGS need to go through school alone (Orbe, 2004). An emphasis on
creating community and peer support at institutions of higher education are of utmost importance
because as Dennis et al. (2005) found, peers provide more support during college than parents do
in the sense that peers are able to provide the resources needed for the specific challenges of
college students. For example, building study groups, sharing notes and experiences, and giving
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 21
advice about classes to take and strategies to use. It is those activities “that family, especially
parents of first-generation college students cannot provide” (Dennis et al., 2005, p. 226).
Master’s Students
The following sections describe the experiences of first-generation students based on
existing research. Literature about master’s students is mostly focused on the experiences of
minoritized students, few are specific to first-generation students (FGS) therefore findings of
those studies are shared as a means of potentially understanding the experiences of first-
generation college students in master’s programs.
Enrollment. A study by Nuñ ez & Cuccaro (1998) found that “a majority of students
enrolled in graduate school were in master’s degree programs”, that first-generation students
were as likely as non-first-generation students to be enrolled, and that differences exist in the
programs they enroll in (p. 49). They are less likely to enroll in post baccalaureate certificate
programs, an MBA program, professional programs, and doctoral degree programs (Choy, 2001;
Nuñ ez & Cuccaro, 1998). They “are more likely than their non-first-generation peers to choose
an educational institution based upon its proximity to their home” (Gardner, 2013, p. 49).
Undergraduate students from underrepresented communities interested in graduate school are
sometimes discouraged from applying, lack exposure to and accurate knowledge about graduate
school and are therefore less aware of opportunities about graduate study. Similarly, first-
generation students in master’s programs from Portnoi & Kwong’s (2016) research expressed
wanting “support for the application process, guidance related to comprehensive examinations or
thesis, and workshops regarding the expectations of graduate school” (p. 423). As one student
put it, “I don’t know anybody personally or relatives that have gone to grad school. I sort of have
to figure things out on my own.” (Portnoi & Kwong, 2016, p. 419).
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 22
Experiences. The closest study related to the purpose of this study is by Laura M.
Portnoi and Tiffany M. Kwong (2016). Their research explored, “What transpires when first-
generation students successfully navigate their undergraduate careers and advance to the
master’s level?” (p. 413). They wanted to “ascertain whether students perceived their first-
generation status as significant” at the master’s level (p. 413) and learn if and how significant the
first-generation habitus was at the master’s level for these students’ experiences. “According to
students’ own voices, their first-generation status remains salient at the master’s level” (p. 422).
Students experiences included challenges and difficulties pursuing graduate degrees. Their
findings showed their participants “experienced difficulty adapting to the new environment of
graduate school, grappled with feelings of inadequacy, and struggled with straddling discordant”
social fields (p. 422). They were counterbalanced with internal (having interest in their material
and taking ownership of their education) and external (faculty mentorship and peer relationships)
factors. The findings are “significant because they delve into the academic experiences of first-
generation masters’ students – an expanding population” (p. 423). Their findings are described in
the following three sections.
Adapting. “Students struggled understanding the expectations of completing a master’s
degree and related it to being first-generation” (p. 416). They struggled adapting to the
“parameters of pursuing a master’s degree despite having already successfully completed an
undergraduate degree” (p. 417). They worried their academic performance would not be up to
par and were concerned about what steps to follow once they began their program. One student
expressed not knowing what to expect in an essay paper “because I’ve never seen it before, I
never read one before and don’t know how to do it at this level” (p. 417). The student lamented
not having anyone to ask about writing graduate level papers. They struggled understanding
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 23
faculty expectations and attending office hours because they did not know what to ask
professors. Lack of understanding was anxiety provoking - many attributed it to their first-
generation status.
Feelings of inadequacy and not belonging. Being first-generation brought up feelings of
not being “good enough” for graduate level studies. First-generation college students in master’s
programs did not always feel confident and competent to speak in classes - it took them longer to
process things and figure out what they wanted to say. Several participants questioned how they
achieved success thus far, were unsure if they belonged with the peers in their program and
struggled with feelings of inadequacy. They asked “Why did I get into this program? Why would
they want me?” (p. 418). Portnoi & Kwong (2016) assert their findings lend evidence to the
salience of the first-generation status. Similar, to feelings of inadequacy and not belonging,
Gardner & Holley’s (2011) research found imposter phenomenon is prevalent amongst women
and students of color at the graduate level. Imposter syndrome is “an internal experience of
intellectual phoniness” – where students believe they are not intelligent enough or that luck
accounts for their success. Because of those feelings, they are constantly scared that someone
will discover they are not intelligent enough to be in their graduate program. One student in their
study shared, “I have to remind myself constantly that I have a right to be here. I have to keep
telling myself that” (Gardner & Holley, 2011, p. 85).
Straddling incongruent social fields. First-generation college students in master’s
programs straddle different social fields – lives at home and at school. Though parents and
friends may support their pursuit of higher education, communicating about graduate school is
challenging. A participant in Portnoi & Kwong’s (2016) study discussed the struggle of
explaining a thesis: “my dad asks, ‘When are you going to be done with your master’s program?’
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 24
Aren’t you done yet? I don’t understand.’” (p. 419). First-generation college students in master’s
programs experiences include having no one in their family or social lives to talk about graduate
school, most people in their circle do not understand the time or demands involved in completing
it. Participants explained “some of my friends don’t understand the intensity of my program.” (p.
419).
Strengths. Participants discussed that as undergraduate students they felt discouraged or
disconnected with their studies but at the master’s level they deemed strong interest in course
material which contributed to a positive experience in their program. They felt empowered when
they sought and gained new knowledge in a field of study that interested them. First-generation
college students in master’s programs expressed rewarding feelings because they took ownership
of their education by choosing to pursue a master’s degree on their own accord. “Several
students had taken responsibility for their learning and exhibited pride” pursuing their master’s
degree (p. 420). They did so not because someone told them they had to but because they wanted
to.
Relationships. First-generation college students in master’s programs “regarded
interactions with faculty as integral to their positive academic experiences” (p. 421). Faculty
mentors “alleviated feelings of being an ‘imposter’ and pondering why they were accepted in the
program” (p. 420). Portnoi & Kwong’s (2016) participants expressed mentorship from faculty
counteracted feelings of inadequacy, not belonging, not understanding faculty expectations, and
not understanding how to complete their program. “Interactions with faculty aided in adjusting to
the social field of graduate school” (p. 421). Peer relationships were also overwhelmingly key to
academic positive experiences, they served as a support system. A cohort model of participants’
program contributed to positive peer-to-peer relationships and students enjoyed sharing an
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 25
experience with others, venting, seeking guidance and felt more confident because of peer
relationships.
Family. Parents support for educational achievement stems from the belief that a college
degree can moderate the effects of low socio-economic status (Ong, Phinney, & Dennis, 2005).
There is a notion that education is the path to economic and social success. But opposition for
higher education also forms around socio-economic issues and expectations. First-generation
college students in master’s programs sometimes feel pressure to abandon efforts of college
completion to contribute to building financial assets for their families. Families see attempts to
attend college as a way to get out of work and therefore feel apathy about their students’
educational plans. Several first-generation students recount this challenge in research by Dennis
et al., (2005).
Cultural Identity. Valeria Lester Leyva (2011) discusses the experiences of Master of
Social Work (MSW), female, first-generation, Mexican-American students “negotiating their
ethnic, cultural and professional identities” while pursuing their degrees (p. 21). Culturally they
are taught and expected to behave one way and when they enter college they are acculturated to
behave another, if not the opposite way. Traditional Mexican, gender-based role expectations
include “serving others, anticipating needs, and being submissive” to men (p. 26). It is
challenging for first-generation Latina’s to reconcile cultural values of serving, anticipating
needs and submission at home while expected to be assertive at work and school. Students
discussed the difficulty of maintaining “the positive aspects of their cultural foundations while
integrating professional social work values” (p. 27). Participants struggled speaking up against
supervisors, standing up for clients and even interacting with male co-workers. Ethnic minorities
that are first-generation deal with competing commitments to different communities
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 26
(socioeconomic, ethnic, cultural, family) which can leave little time to be committed to their
academic (Ulloa & Herrera, 2006) and professional lives. MSW students coped with their
struggles by creating community – a network of students with similar experiences to speak about
their feelings and encourage one another to break beyond their cultural/ethnic roles.
Physical and social activities. A study by Longfield, Romas, and Irwin (2006) “explored
graduate students’ perspectives of how graduate school affected their participation in physical
and social activities and their self-worth” (p. 282). They found “the occupation of being a
graduate student affects one’s social and physical activities in a typically negative fashion, and
overall sense of self-worth in a negative and positive way (p. 291). Transitions graduate school
imposes on students could cause detrimental shifts and jeopardize individual’s well-being and
life balance (Longfield et al., 2006, p. 289).
Social activities. Master’s students reported that because their workload is time
consuming they are “continually thinking of their work, thereby limiting time for interacting
socially with others” (p. 282). Some students expressed “when I do have fun, sometimes you feel
guilty, because you know that there is work you could be doing” (p. 285). Social circles are
smaller and no longer as varied as their undergraduate experience. Costs associated with
graduate school also affect the type of social activities graduate students partake in, some
participants do not take trips because of loans and other school expenses. Spontaneity of
activities change, plans need to be structured and planned into the week. Lastly, relationships
changed. Students discussed how difficult it becomes to talk to friends from home or outside
their program because friends do not know what it is like to be as busy as they are. “It is really
hard to connect with people who are not in graduate school” (p. 286).
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 27
Physical activity. Students mixed social and physical activity to catch up with friends and
get gym (or workout) time to maximize free time. Distance of a gym impacted whether students
did physical activity, “if it takes 25 minutes to get to the gym, it’s not something I do much of
because it takes such a huge chunk of time to get there, work out and then come home” (p. 287).
Guilt also played a role because students felt they could be doing something else in an hour or
hour and a half.
Self-worth. Being a master’s student took a toll on self-worth. For some, self-worth
increased with the status of being a graduate student. For others, sacrifices like giving up good
paying jobs to be a graduate student decreased their self-worth.
People equate paychecks to self-worth and even though I am a grad student it’s
demeaning in a way because I am not making as much money. I live in a room rather
than having my own apartment which I did before. I’ve had to downsize and that impacts
self-worth (p. 288).
Students compared themselves to friends, family, or peers that were not in school,
affecting self-worth because while they may be buying homes, getting married or having
children, graduate students are sacrificing those goals. Internal conflicts arise and self-worth
decreases comparing themselves.
Doctoral Students
Doctoral students tend to be a largely “traditional” population in that most come from
families where not only do their parents have undergraduate degrees, but large numbers also hold
advanced degrees (Holley & Gardner, 2012; National Science Foundation, 2010). Most doctoral
students are second generation or beyond and use their families collected history and knowledge
to inform their graduate school experiences. Though largely a traditional graduate population, in
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 28
2010 one-third of graduate students reported being first-generation (National Science Foundation
& National Center for Science and Engineering Statistics, 2012).
First-generation students in doctoral programs “have unique characteristics that set them
apart from their non-first-generation peers that create distinctive challenges” (Gardner, 2013, p.
43). First-generation students in doctoral programs tend to have undergraduate degrees from
schools without doctoral programs and are more likely to have attended community college for
part of their undergraduate experience (Bui, 2002).
Enrollment. First-generation college students in doctoral programs “are more likely to be
students of color and be highly concentrated in academic fields like education and engineering”
(National Science Foundation & National Center for Science and Engineering Statistics, 2012).
Though students of color have had substantial growth in pursuing graduate education they have
lower completion rates than their non-first-generation peers and are still underrepresented in
degree programs (Gardner, 2013). The Council of Graduate Schools (2008b) found high
representation of students of color in the social sciences and underrepresentation in Science,
Technology, Engineering, and Mathematics (STEM). First-generation college students in
doctoral programs enroll into programs closer to home because they feel a need to assist their
families like taking care of aging parents or dependents (Gardner, 2013). As one student put it “I
couldn’t go elsewhere. I have a family and I can’t just pack up and leave.” (Gardner, 2013, p.
49). Some enroll at their same undergraduate institution because that is where they feel
supported, comfortable, and valued (Gardner, 2013).
Experiences. “There are a myriad of challenges first-generation doctoral students
(FGDS) face in graduate programs and while some are endemic to the graduate experience,
others are particular to their backgrounds” (Gardner, 2013, p. 51). Gardner & Holley (2011)
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 29
found first-generation college students in doctoral programs experiences include – financial
hardships, personal doubts and juggling academic responsibilities with other life roles. Getting to
graduate school is only half the battle, understanding the system of graduate education to persist
is the other half (Gardner, 2013). The following three sections summarize findings from Gardner
(2013) and Gardner & Holley (2011).
Adapting. Without models from home, from popular culture, or from their undergraduate
education, many first-generation college students in doctoral programs struggle to understand the
“rules” of graduate education – what Lovitts (2001) referred to as “cognitive maps” (as cited by
Gardner, 2013, p. 47). Cognitive maps “allow people to better understand their environments,
and to make informed decisions about their lives and future plans” (Gardner, 2013, p. 47).
Gardner (2013) “found that first-generation students often do not even know the questions they
should ask, much less to whom they should be asked” (p. 47). Students shared they had no
reference points for anything, they learned how to maneuver things as they went through their
graduate journeys, everything rested on them, and there were no parents or siblings to rely on.
Financial constraints. Little guidance to maneuver graduate school makes it less likely
that first-generation students know about programs to fund their education. “Some FGDS do not
understand fellowships or assistantships exist to support their graduate education, instead
believing they must pay for their graduate education as they did for their undergraduate
education—through loans or grants” (Gardner, 2013, p. 48). They are more likely to “seek
outside employment to afford graduate school and thereby delay their progress” and completion
(Gardner, 2013, p. 48). “Non-first-generation students are more likely to hold graduate teaching
positions, research assistantships or grants and fellowships to finance their graduate education”
(Gardner, 2013, p. 48). The Survey of Earned Doctorates found that “nearly half of doctoral
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 30
students in education fields reported they were most likely to rely on their own resources” to
financially support the pursuit of their degree (National Science Foundation, 2017). Their own
resources are defined as “loans, personal savings, personal earnings, and the earnings or savings
of their spouse, partner, or family” (National Science Foundation, 2017, p. 6)
Feelings of otherness. “For students of color, feelings of otherness were more salient”
(Gardner, 2013, p. 50). Most students in graduate programs are not first-generation, low-income,
or minority students. In fact,
parents of recent doctorate recipients are better educated than the parents of earlier
cohorts of doctorate recipients. The share of students from families in which at least one
parent has earned a bachelor’s degree or higher continues to climb, rising from 56% of
doctorate recipients in 1995 to 69% in 2015 (National Science Foundation, 2017, p. 6)
Being one of the few or only first-generation students, student of color, and/or “poor” student in
a doctoral program can make a student feel alone and isolated. They are unable to relate to peers
because of difference in culture, class, ethnicity and more. On top of not relating to their peers
they return home feeling like it is difficult to connect with family and friends “after being
exposed to the education that their family and friends lack” (Gardner, 2013, p. 50). It is as
though they are part of two different worlds and they do not fully fit in either.
Themes
The experiences of first-generation students are not the same at all levels of education but
commonalities and themes exist. At all levels of education, peer relationships and relationships
with faculty and other institutional agents are important. Several students viewed their peers
collectively as a support system, which researchers have deemed vital for the academic success
of first-generation students (Austin, 2002; Dennis et al., 2005; Phinney & Haas, 2003). Faculty
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 31
relationships fostered mentoring and good mentoring relationships foster better experiences for
students. At all levels of education FGS deal with contention managing professional, personal,
and educational roles in different contexts and settings. How they acted and spoke at home (with
family and friends) differed with how they conducted themselves at work or school. FGS had no
one to talk to about school at home and this caused them to feel alone in their educational
process. FGS struggled balancing expectations and commitments from home and school. Family
does not understand the experiences of first-generation students (FGS) at school, faculty do not
understand the experiences of FGS at home yet both parties have high expectations - including
that being a student or a son/daughter/sibling is top priority. Many first-generation undergraduate
students report family related tension and conflict as they attempt to separate from their home
lives to pursue higher education (London, 1989). Guilt, alienation, and disharmony often
characterize first-generation undergraduate students’ experiences of “breaking away” from their
families and adjusting to the higher education environment (London, 1989; Striplin, 1999).
Questioning whether they belong at their institution, whether they are good enough to be there,
and/or whether someone will discover they should not be there was a consistent experience
across educational levels. Grappling with feelings of inadequacy, feelings of otherness, imposter
syndrome is part of FGS regular experience.
Enrollment trends were consistent for FGS, they tend to enroll at institutions closer to
home because it is most convenient for them and their families. They have dependents to attend
to, parents to take care of, or other family obligations. Holley & Gardner (2012) “found that
participants spoke to either family obligations that kept them in the area, or financial limitations
that prevented them from pursuing a doctorate degree at other universities” (p. 117). Most first-
generation students enroll into college to create a better life for themselves and their families.
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 32
Parents often see higher education as a ticket out of poverty and the concept permeates into
students’ minds. At all education levels students called for similar support services -financial
support, greater exposure to college and graduate programs, and mentorship. They asked that
institutions be more explicit in delivering expectations and opportunities to first-generation
students. Researchers found that the salience of being first-generation never leaves these students
therefore the need for support never lessens – if anything it probably increases as they move up
the educational pipeline.
Transition Theory
Nancy Schlossberg’s (1981) Transition theory examines how change affects people’s
lives. It is not transitions per-say that her research focuses on but rather how people react to and
deal with transitions – “it is not the transition itself that is of primary importance, but rather how
that transition fits with an individual’s stage, situation, and style at the time of the transition”
(Schlossberg, 1981, p. 5). Schlossberg believed a need existed to develop a framework that
facilitated understanding adults in transition and to aid them with coping strategies. She was
influenced by Daniel J. Levinson who studied comprehensive adult developmental theory,
Bernice Neugarten who studied the interaction of aging and personality, and Lowenthal and
Chiroboga who studied social stress and adaptation (Evans et al., 2010).
The origins of Schlossberg’s theory were rooted in a personal crisis. She followed her
husband from Detroit, Michigan for a career move to Washington D.C., and though elected she
did not understand why the move made her feel angst and confusion. She sought to understand
how and why she felt this way. Her early works included studying six-hundred college males to
understand how they managed transitioning to college (Schlossberg, 1981), men experiencing
job loss at NASA, and couples dealing with geographic relocations. Since the basic tenants in her
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 33
early work Schlossberg’s framework has undergone multiple revisions including a
reconceptualization of her model to take social and cultural factors, diversity and spirituality into
account as it pertains to adults coping with transition” (Evans et al., 2010, p. 214).
Transition defined. Transition theory is predicated on the definition of transition, “an event
or nonevent that alters an individual’s perception of self and of the world, demanding change in
assumptions or behavior, and leading to growth or deterioration” (Schlossberg, 1981, p. 15).
Transition “is defined broadly to mean not only obvious life changes but also subtle changes”
(Schlossberg, 1981, p. 5). A transition can be an anticipated, non-anticipated, or non-event and to
understand transition theory, it is key to understand these different types of transitions (as
described by Schlossberg, 1981):
• Anticipated transitions: are major life events that are usually expected.
• Unanticipated transitions: are events that occur unexpectedly.
• Nonevent transitions: are the expected events that fail to occur.
Perspective, context, and impact. Not everyone experiences transition the same due to
perspective, context, and impact. Perspective refers to an individual’s appraisal of the change
they are facing. It influences “how one feels and copes with a transition” (Schlossberg et al.,
1995, p. 43). Context refers to factors like gender, socioeconomic status, ethnicity and
geographical location (Schlossberg et al., 1995). Fouad and Bynner (2008) linked contextual
factors with social and cultural differences. They noted that everyone does not start on a level
playing field in how transitions are experienced and coped with. There are differences across
backgrounds, locations, birth eras and even countries (as cited by Schlossberg et al., 1995).
Context can also refer to the relationship a person has to a transition – does the transition begin
personally like a personal illness, or with another person, for example, a spouse having an
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 34
illness? The context for a transition affects reactions to the transition. Impact refers to “the
degree which the transition alters one’s daily life” (Schlossberg et al., 1995, p. 46). The more a
transition alters someone’s life the more coping resources they need to deal with it and the longer
it may take to get through the transition. Examples of different types of impacts are financial,
sociological, psychological, emotional, and physical. A job loss for one person can have a huge
impact, for others, it may not have such a big impact. Impact involves assessing a transitions
effect on relationships, routines, assumptions and roles.
The 4 S system. The 4 S System provides a way to identify resources someone possesses to
cope with transitions (Schlossberg, 2011). The 4 S’s refer to: Situation, Self, Support, and
Strategies defined by Schlossberg (2011) as:
• Situation: A person’s situation at the time of transition. Are there other stresses?
• Self: A person’s inner strength for dealing with a transition. Is a person optimistic,
resilient, and able to deal with ambiguity? Attitude affects how one deals with transition.
• Supports: The available support at the time of transition. Feeling supported “is critical to
one’s sense of well-being” (p. 160). Examples of supports are professional associations,
support groups, family, friends, and classmates.
• Strategies: Coping techniques that can change a situation for example, brainstorming,
consulting legal counsel, reframing situations (trying to see opportunity that might occur
from not getting a job promotion), and actions that help reduce stress (meditation,
exercise).
Schlossberg (2011) encourages the following coping mechanisms – ask: Are there ways to
change the situation? (situation) If not, can I change the way I see the situation? (self) How can I
reduce stress levels? (strategies) Do I bring a resilient self to the change? (self) Do I have lots of
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 35
coping strategies in my repertoire? (strategies) Who can I talk to about this to ask for help?
(support) If all Ss are positive then coping through a transition is easier. The 4S System can be
used in higher education to help students evaluate a transition, to see how they view the
transition, and assist in the development of a solution.
In the context of college, Schlossberg’s concepts provide a better understanding of transition
theory and the 4S system. Two students are entering master’s programs, for both, the experience
represents a proud moment but is also nerve-wrecking and stressful. One student is entering with
a full-time job that is in the field they are pursuing and will pay some tuition costs. They have a
highly supportive family, and friends and colleagues rally around them offering support and
motivation. This student has resources to adapt and to transition into a master’s program. The
other student is low on resources: after graduating with their baccalaureate degree they could
only maintain a part-time job and felt that pursuing a master’s degree would help them reach a
full-time position. So, they quit their part time job to pursue their educational goals and hope to
find work with the help of the program. The student also recently underwent surgery for serious
medical conditions and is from out-of-state therefore their support system (family and friends)
are far. This student is dealing with financial, health and self-esteem issues because of everything
going on. With fewer resources/assets, coping with the transition of entering graduate school is
much more difficult for this student than the first.
Connection to theoretical framework
Schlossberg's Transition Theory is an adult development theory (Evans, Forney, & Guido-
Dibrito, 1998) focused on the transitions that adults experience throughout life and the means by
which they cope and adjust (Schlossberg et al., 1995). Since the tentative stages of the model,
Schlossberg (1981) recognized three factors that influence the ability to adapt to a transition:
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 36
characteristics of the transition itself, characteristics of the support available, and characteristics
of an individual. She considered psychosocial competence, sex, age, state of health,
race/ethnicity, socioeconomic status and previous experience with a similar transition in
understanding how people cope with transitions. Schlossberg, Lynch, & Chickering (1989)
joined to expand transition theory to the life of individuals transitioning through college, writing
“Improving Higher Education Environments for Adults.” In 1995, Chickering and Schlossberg
developed a workbook for first-year experience programs, titled “Getting the Most Out of
College” in which Chickering linked a model created to understand adults in transition to the
experiences of undergraduate college students transitioning to college.
Fouad & Bynner (2008) also expanded transition theory by intentionally looking at
transitions with social class and culture in mind. They found that “theoretical perspectives about
transitions make assumptions that individuals face transitions in optimal circumstances and that
people have the capabilities and resources to make the transition” (Schlossberg et al., 1995, p.
42). Schlossberg considered barriers such as racism, sexism, and ageism in her work and Fouad
& Bynner (2008) added to those considerations by noting that barriers exist and differ by class
and culture, including emotional, social or financial support to adjust to transitions. This research
helped note that resources to deal with transition is not the same for everyone and that they “are
often shaped by social and institutional policies” and can vary in different contexts (Schlossberg
et al., 1995, p. 42). This study builds and expands Schlossberg, Chickering, and Fouad &
Bynner’s research by further linking this model to first-generation students and understanding
their transitional experiences – the consideration of the characteristics of first-generation status
has yet to be employed in a research capacity with transition theory.
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 37
These tenets of transition theory helped define the research questions, methods, purpose
and organization of this study. They provided the organization for how the study would be
conducted, the questions asked during interviews, data analysis and how findings were
interpreted and presented. This theoretical framework allowed for the study to learn about the
experiences of first-generation students broadly, and focus on how students transition into
graduate school, away from deficit discourse, so that the experiences of first-generation students
would be presented from their voices and perspectives and with a strengths-based approach.
One of the contributions of this study is that rather than exploring the “challenges and
difficulties” of first-generation students transitioning into higher education, as much previous
research has done, this study aimed to explore all experiences, both the good and bad. Transition
theory also helped this study move research overall, towards Yosso’s (2005), Tate et al’s.,
(2015), and Demetriou et al’s (2017) goals, which shift away from looking at first-generation
college students from a deficit mindset and instead focus on capturing talents, skills, abilities,
and resources that are often misinterpreted or not recognized in students from underrepresented
communities.
Exploring students’ experiences through the lenses of what Schlosberg called
“anticipated and unanticipated experiences” mitigated the risk of simplistically labelling
students’ experiences as positive or negative. Through phenomenological methods participants
could describe and label their experiences as they wished, without influence from researcher bias
of what might be considered positive or negative.

EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 38
CHAPTER THREE:
RESEARCH DESIGN AND APPROACH
This chapter discusses the design and methods used to answer the research questions,
including data collection, setting and selection of participants, analysis of the data and limitations
of the study. This study relies on a constructivist worldview, qualitative approach, and
phenomenological design. Methods include semi-structured, participant-led interviews and a
survey.
Worldview and Design
Constructivist worldview (CW) constructs meaning of others experiences by taking
thoughts, feelings, and expressions into account (Creswell, 2014). It is predicated on the belief
that “humans engage with their world and make sense of it based on their historical and social
perspectives” (Creswell, 2014, p. 38). CW considers the context participants live in that make up
and effect their experiences. The CW approach is appropriate for this study because it seeks to
learn about FGS experience from their perspective and context. In this study, students’ context
are their first-generation status, level of education (master’s students), and field of study
(education). The findings in this study about students in master’s programs, pursuing education
as first-generation students will equip practitioners to guide and mentor this population based on
the voices of first-generation college students in master’s programs that have already gone
through the graduate school journey.
Qualitative research explores and seeks to understand meaning individuals or groups
ascribe to a social or human problem (Creswell, 2014). It entails “collecting data in the
participants’ setting; analyzing data inductively, building from particular to general themes; and
making interpretations of the data” (Creswell, 2014, p. 32). This study is guided by research
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 39
questions seeking to explore the transitional experiences and strengths of first-generation college
students in master’s programs. The research questions take open approaches because not much
research focuses on first-generation students, master’s students, and their strengths therefore
there is a need to explore and gather this information. As Creswell (2014) explains, if little
research exists on a concept or phenomenon, if a need exists for exploring and understanding the
meaning individuals or groups ascribe to a social or human problem, and if there is room to be
innovative then a study merits a qualitative approach. Qualitative researchers use open-ended
questions to provide the best understanding of a research problem, as does this study.
Phenomenology, originally constructed by Edward Husserl (1977), is “how people
describe things and experiences through their senses” (Patton, 2002, p. 105). Phenomenology
examines the lived experiences of subjects with a perspective free of hypotheses or
preconceptions, and seeks to describe rather than explain those experiences (Husserl, 1977). It
requires the thorough investigation of a group of individuals who have “lived” the experience of
the same phenomena (Creswell, 2007) – in this case students share the phenomena of being first-
generation and pursuing a master’s degree in education. In this study, phenomenology is used to
gain an understanding of students’ perspectives about their experiences transitioning into and
through a master’s program. It is used so that research can exist that describes their experiences
from their own voices. Phenomenology highlights the notion of voice and it is important for first-
generation college students in master’s programs to “have the opportunity to share their
academic experiences from their perspectives and their voices” (Portnoi & Kwong, 2011, p.
414).

EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 40

Research Site, Sample, and Participants
“The idea behind qualitative research is to purposefully select participants or sites that
will best help the researcher understand the problem and the research question” (Creswell, 2014,
p. 239). This studies purposeful site is a large, selective, four-year, private institution located in a
large metropolitan city in Southern California for several reasons. The university, campus wide,
accepts more graduate students than undergraduate students exemplifying a need to learn about
and understand their experiences since they account for the larger part of the universities
enrollment. According to the National Center for Education Statistics, in Fall 2015, 24,591
students were admitted to graduate programs at the institution compared to 18,810 undergraduate
students (College Navigator, n.d.). Sampling was narrowed to one graduate program (Education)
for several reasons, the education school at the institution does not house undergraduate majors
allowing participants to be at the desired educational level, the education field is one of the top
three most pursued graduate fields (Council of Graduate Schools, 2016; National Science
Foundation, 2017), and focusing on one graduate program helped ensure that participants lived
experiences were as similar as possible – as phenomenology requires (Creswell, 2007).
Purposeful selection warrants caution of random sampling or selecting a large number of
participants (Creswell, 2014). The sample size of this study included seven participants.
Participation of students was based on self-reported data that they were: first-generation,
master’s students, currently enrolled (full or part-time), and pursuing an education degree.
Demographics of participants were: five female and two male participants; all identified as
students of color (1 Black/African American; 1 Filipino American; 5 Latino/a or Hispanic). Six
participants were in their early to mid-twenties; one participant was in his/her forties. At the time
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 41
of the study, six participants worked full-time and one worked part-time. During their master’s
program six participants attended school full-time, and one attended school part-time. Two
participants identified as transfer students. Six participants earned their bachelor’s degrees at a
four-year public institution, and one completed their degree from a four-year private institution.
Demographic information (Figure 1) is summarized below.
Figure 1. Overall Demographic Information
DEMOGRAPHICS PARTICIPANTS
TOTAL PARTICIPANTS 7
GENDER 2 Males;
5 Females
AGE 1 40s
6 20s
RACE/ETHNICITY 1 Black/African American;
1 Filipino American;
5 Latino/a OR Hispanic
SCHOOL ENROLLMENT 1 Part-time;
6 Full-time
*While in master’s program
EMPLOYMENT STATUS 1 Part-time;
6 Full time
*While in master’s program
UNDERGRADUATE INSTITUTIONS 1 four-year, private, in-state
6 four-year, public, in-state
2 two-year, public, in-state

EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 42

Recruitment occurred via email announcements from the college’s graduate student
services and graduate student organizations housed in the graduate school. The recruitment email
included the recruitment flyer (see Appendix A) and consent form (see Appendix B) with
requirements to participate, expected time commitment, and the researchers contact information.
Email announcements did not yield enough participation therefore a snowball approach was also
used. Snowball sampling included recruiting participants referred by presidents of graduate
student organizations and peers from the degree program. Recruitment spanned one month. To
express interest participants contacted the researcher via email, phone call or text. Upon
expressing interest potential participants were asked to review a consent form and complete a
survey (see Appendix C) to solidify their participation. After completing the survey, if potential
participants met the criteria to take part in the study, they solidified interview days and times
using on online website called “Doodle.” Incentive to participate in the study included a ten-
dollar gift card.
Data Collection Procedure
A demographic survey and semi-structured, participant-led interviews were the data
collection methods for this study. The demographic survey served two purposes, as a tool to
screen applicants for the required characteristics to participate in the study and to collect
demographic information (age, year in school, race, gender etc.). Four total interview sessions
were conducted. There were three participant-led group interviews and one individual interview.
All interviews included the same research protocol (see Appendix D).
Interviews were conducted on college campuses in reserved conference rooms and
outdoor spaces. Three interviews were conducted on campuses where participants worked in
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 43
reserved conference rooms. One was conducted on the campus where participants attend school
in an outdoor space. Locations of interviews were selected as such to ensure participants
attended their interviews and to provide comfort to speak openly, honestly, and freely about their
experiences since interviews were not conducted where they attend classes. Before beginning
interviews, copies of consent forms were provided and reviewed including the purpose of the
study, research protocol (how data would be collected, analyzed and timeline of when data
would be available for their review), confidentiality agreement (stating that identifiable
information would be masked), participants right to choose to not participate in the study at any
time, and the interview questions. Interviews lasted up to two hours. Upon reviewing the consent
form, participants signed them acknowledging their understanding of the study. Signed consent
forms also declared awareness that the researcher would be in the room observing the
conversation, taking notes and audiotaping it Participant-led interviews are unique in that there is
no formal interviewer asking interview questions, instead participants are free to discuss
questions in whichever order they wish. During the interview, the researcher is present to
observe and available to clarify questions but participants are encouraged to answer questions as
they interpret them. Participants were made aware of potential follow-up or clarification
questions from the researcher during the interview for the purposes of ensuring the researcher
understood the experiences participants were conveying. The semi-structured interview
procedure allowed the researcher to ask follow-up and clarifying questions, to take control over
the line of questioning if needed, and ensure that participants discussed topics and information
related to the questions.
Interviewing was chosen as the main data collection tool because it is useful when
participants cannot be directly observed (Creswell, 2014). In this study observing first-generation
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 44
college students applying, enrolling and moving through their master’s program was not
possible. Interviews allowed for past and historical information (like enrollment and application
experiences) to be shared despite the researchers’ inability to observe those past events.
Additionally, the use of interviews aligns with the constructivist worldview where participants
construct meaning(s) of situations “in discussions or interactions with each other” (Creswell,
2014, p. 37) lending justification for participant led interviews. Participant-led interviews are
conducive in empowering students to use their voices as phenomenology highlights because it is
a conversation amongst peers rather than a typical interview where a researcher asks a question
and participants respond. Participants share control of the interview with the researcher to
conduct their interview process as they wish, unfolding comfort, authenticity, genuineness, and
raw and honest information to be shared and acquired.
With these data collection methods (participant-led, structured interviews and survey)
and purposeful sampling, the likeliness that interviewees knew each other was high. It made
good comfort levels, open, honest, and genuine interviews likely. This benefited data collection
procedures because participants talked on a more personal level, related to one another, had
established trust amongst each other, and validated one another. They were invested in listening
to one another and participating in conversation. A drawback of purposeful sampling in this
study, with participants being from the same institution and master’s program included data
being focused and narrowed impacting generalizability of findings. Though participants knowing
each other did not present drawbacks in this study, it can offer some, for example, participants
not getting along because of shared prior histories, it can make participants less comfortable to
share personal and deep information or to be vulnerable because they recognize they will
encounter each other continuously outside of the interview. For some being personal and
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 45
vulnerable can be easier with strangers’ because participants know they may never see each other
again. Though it did not occur during data collection for this study, a possible drawback of
participant-led interviews is the power participants have in the interview process, this could
manifest itself in things like derailing off topic and overly sharing delaying progression of a
timed interview or participants choosing to not answer multiple interview questions threatening a
researcher’s goal of collecting desired data. If participant-led interviews are derailing, overly
focusing on one question or topic, or have participants skipping multiple questions, the use of
semi-structured interview procedures allows for a researcher to take some control of the
interview process. But weaknesses of semi-structured interviews are that researchers can take
control of the interview process which counteracts with the purpose of participant-led interviews.
If used inappropriately a researcher could threaten the validity and reliability of the data because
if participants are focusing on a topic or question, that may be speaking volume to the
importance of that data but a researcher may assert control to get through their pre-determined
questions that provide indirect information filtered through the views of the researcher.
Additionally, semi-structured interview procedures do not capture information shared in a natural
field setting and the researcher's presence during interviews may affect participants responses.
Trade-offs of using participant-led, semi-structured interviews outweighed use of one-on-one
interviews, focus groups, structured interviews or other methods for this study.
Data Analysis
A five-step process was followed to analyze data. First, data was organized and prepared
for data analysis – this involved transcribing audio recordings and typing notes taken during
interviews. Second, all data was read in depth to reflect on its meaning. Notes in the margins of
transcripts were taken to capture general thoughts, interpretations, and identification of themes.
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 46
Transcriptions were also put into NVivo software to aid in the interpretation and identification of
themes. Third, coding of all data occurred – data was organized by bracketing chunks of
interview transcripts and notes that represented a general theme or concept. Themes were
categorized into one or a few short terms based on the actual language of the participants, often
referred to as in vivo term(s) (Creswell, 2014). An emerging code approach was used, meaning,
the researcher did not pre-determine themes expected to arise but rather themes and codes were
solely based on data collected from participants. Code selections were also based on Creswell’s
(2014) suggestion that codes be on topics that readers might expect based on past literature and
common sense, that are surprising and not expected, and that are unusual but of conceptual
interest to readers. Fourth, description of codes was drafted and finalized to become part of the
findings of the study. The researcher ensured coding rendered information about students, their
experiences, and students’ context which includes their first-generation status and level of
education (master’s students), so a full scope of the data could be best summarized. Fifth,
thoughtfulness was put in interpreting the qualitative research – what lessons were learned, how
did the data answer the research questions, what limitations existed in the data and the processes
of collecting it, how does it further academia, did data confirm past and similar research or
diverge from it, how will it help first-generation college students in master’s programs, and what
more research could further this topic?
Validity and Reliability. Validity is often referred to as trustworthiness, authenticity and
credibility (Creswell & Miller, 2000). It is the process of ensuring that findings are accurate from
the standpoint of the researcher, participants and/or readers. To ensure that interpretations of
participant’s interviews, coded themes, and findings accurately and truthfully conveyed and
represented participants’ experiences, multiple validity strategies were used: member checking,
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 47
bias clarification, and triangulation. Member checking involves taking a final report and/or
description of themes back to participants to determine if they feel the data analysis is accurate
(Creswell, 2014). In this study, participants were provided a polished draft of the theme
descriptions and findings section of this study for their review. They were encouraged to respond
with comments, questions, or suggestions within a specified timeframe. Clarifying bias involves
the researcher acknowledging personal characteristics and experiences that could influence data
interpretation. It involves self-reflection and disclosing their own narrative – “how their
interpretations of the findings is shaped by their background, such as gender, culture, history, and
socioeconomic origin” (Creswell, 2014, p. 251). Due to the researchers’ status as a first-
generation master’s student during the time of the study, biases were noted and recorded
throughout the interview and analysis portions of the study (Gardner, 2007). Triangulation is
when “data will be collected through multiple sources” (Creswell, 2014, p. 259). This study
collects data through interviews and document survey questions.
Qualitative reliability is when research approach and findings remain consistent and stable
(Gibbs, 2007). To maintain reliability measures were employed that are suggested by Gibbs
(2007): transcript checks and code definition checks. Transcript checks involved looking over
transcriptions and ensuring that no obvious mistakes were found. Participants were contacted
when audio-recordings were not clear to ensure transcriptions were correct. Code definition
checks involved ensuring that meaning of the codes was not lost in the process of coding data.
This can be accomplished by constantly comparing data with the coding. Each code was backed
by quotes to ensure themes, codes and data were regularly compared.
Reflexivity. Reflexivity is much more than acknowledging bias it is about how the
background, culture, and experiences of the researcher shapes the direction of the study
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 48
(Creswell, 2014). The researcher acknowledges personal investment in this study. This study was
conceived from the personal experiences of the researcher of this study. At the time of the study,
the researcher was a master’s student within the university where the study took place therefore
the research questions, problem statement, selection of participants, and setting of the study are
closely tied to the researcher. The research questions were born out the identification of the
researcher being first-generation and from the experiences of the researcher that resemble to
those mentioned in the literature review: feelings of inadequacy, imposter syndrome, straddling
different social fields and more. Participation in the setting, past educational experiences, culture,
ethnicity, race, socioeconomic status and being first-generation tie the researcher directly to the
study. The researcher identities as a student of color and studied within the field of Education.
These acknowledgements play a role in how the study was conducted and written, and what
and how data was collected. The experiences and characteristics of the researcher inspired the
topic, shaped the interpretations made from the study, and certainly shaped the direction of the
study. For example, the researcher acknowledges that entering the study there was a lean towards
finding data that fit themes like those mentioned in the literature review because of personal
experiences. In part, this study was put together to measure if the feelings the researcher felt
during their time as a first-generation college student in a master’s program resembled with other
first-generation students in master’s programs. As Creswell (2014) suggested, the researcher of
this study actively tried to maintain reflexivity which “in qualitative research means that the
inquirer reflects about how their role in the study and their personal background, culture, and
experiences hold potential for shaping their interpretations, such as the themes they advance and
the meaning they ascribe to the data” (p. 235). There was purposeful intent to not look for
evidence to solely support the researchers’ experiences (good and bad).
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 49

Limitations of the study
Demographic data. Learning the composition of the research site and demographics of
students was not readily available. Admission data broken down by demographic characteristics,
such as first-generation status, is unavailable on the research sites website. Other websites, such
as the National Center for Education Statistics yielded limited information only showing how
many graduate students enrolled at the institution in total. Data was not desegregated by
characteristics such as doctorate versus masters, field of study, race, ethnicity, gender, in-state
versus out-of-state, resident versus non-resident, or first-generation status. This limitation made
it difficult to understand the existing network of first-generation students in the master’s
program. It also speaks to the problem this study hopes to address, a lack of information about
the first-generation identity and master’s college students, as previously discussed in the problem
statement.
Generalizability. In some ways participant characteristics were to narrow, in other ways
participant characteristics were too broad. Narrow, because all participants were master students
at one institution and all studying Education. Broad because only first-generation status was
considered with no specification of race, socioeconomic status, gender or other important
characteristics. By being too narrow in some respects, and to broad in other aspects, generalizing
results of this study is limited. In addition, first-generation college students are over-represented
in the field of Education therefore generalizing results of the study to institutions and fields of
study with low-representation of first-generation college students could be difficult. This study
could benefit from replication with master students from various universities, different master’s
programs, fields of study, and with consideration of other identities.
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 50

CHAPTER FOUR:
FINDINGS
In this chapter, findings are shared to provide insight on the experiences of first-
generation college students in master’s programs. The chapter is organized in sections that
answer the guiding research questions of this study:
Research Questions 1: Using Schlossberg’s transition theory, what are the anticipated and
unanticipated transitional experiences of first-generation college students pursuing a
master’s degree in education?
Research Questions 2: What are the strengths of first-generation college students that
help them pursue their master’s degree?
The following sections highlight themes from participant-led interviews. They discuss
what being first-generation means to participants, what first-generation college students in
master’s programs anticipated their experiences to be like, did not anticipate their experiences to
be like, and the strengths and resources they used to cope through their transitional experiences
in their master’s program. Findings are organized to align with Nancy Schlossberg’s transition
theory.
First-Generation Status
Participants were asked multiple questions to learn how they perceived, defined, and/or
described their first-generation status. Their definition provided context of how they experienced
their educational journey. The first finding was that some participants struggled identifying as
first-generation. Two participants struggled because their siblings had attended and graduated
college, including graduate school. They stated, “I struggle with my identity as a first-gen
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 51
student because my parents didn't go to college but my sister did.” Another participant struggled
because one of their parents attended and graduated college in another country. Ultimately, they
chose to identify themselves as first-generation because they believed “a big component of being
first-gen is that you don't have that luxury of asking your parents for advice about school,
classes, stuff like that.” They described that they could not just go home and ask “Hey, what do I
do?” regarding college.
When asked, “What does being a first-generation college student mean to you?” all
interviewees agreed with what they called a textbook definition, that first-generation means
“being the first to go to college” or “neither parent went to college.” There was dissent on how
they personally defined their first-generation status. Some participants described that being first-
generation meant, “lack of knowledge about college or how to get there” and “having no role
models in my life, no one to look up to for academic advice at least in my family or my close
friends.” Others described their status as “a lot of having to hustle, figure things out” and “new
experiences every time, learning experiences that maybe others have experienced but this is the
first time you and your family are going through it.” These students described what they did not
have and highlighted struggles they encountered being first-generation. Other participants agreed
with the descriptions their peers offered but added positive connotations to their first-generation
status, describing,
I also see it as kind of an empowering experience because having to figure it out on your
own or seeking support services shows not only grit but resilience in the sense that we
have to overcome more obstacles or challenges than other people have. For me, I take
power in that yes, it was a challenge but I did something that other people didn’t have to
go through and in that way, I feel that I am a more resourceful person. I have to go look
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 52
for things rather than kind of someone telling me. We're setting the path for other
students.
Participants were also asked if they felt their first-generation status affected their
experiences pursuing a master’s degree. All believed it did; they described their status affected
their belief in themselves, their ability to persevere, and knowing or understanding what was
coming ahead. One student shared, “I think it's impacted me personally. Really not believing in
myself” as they reflected on their application and admission process. There was a voice telling
them, “you’re not going to get in.” First-generation status also affected knowing what to
anticipate and what to do for “the application process and during the [master’s] program.” One
participant spoke that being a first-generation student “kind of sucks because you're not always
in the loop.” Their status affected their finances and relationships with family and friends.
Participants shared that “not having enough financial support has been part of being a first-gen
status student.” Parents not having college degrees meant they did not earn enough money to
support students endeavors and as one student explained, that “affected me in a huge way
pursuing my masters. I didn't even know if I could get through the application at first because of
the financial fee. Let alone get through the program with its cost.” Most participants were full-
time students and worked fulltime, juggling two part-time positions that amounted to forty work
hours per week, sometimes more. Fulltime work and fulltime school meant sacrificing time with
family and friends. Students shared how “being a first-gen sucks sometimes because you have to
sacrifice a lot - friendships, relationships, time, missing moments” and, family and friends are
not always understanding. For some, family did not understand why they spent time on campus
over the weekend if they were already there all week. They did not understand the importance of
a master’s degree as one student explained,
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 53
When I started applying they were still a bit confused because “Why do you want to go
back to school? Why do you need to go back to school? What's the reason you're
spending more money in school? You know you already have a degree. Is that all you
needed?”
Some parents were confused as to why a student would return to school after already earning one
college degree. Other parents were simply unable to help their students through the graduate
journey because they have never been through it. One participants explained,
my mom did not help me choose [my graduate school] I chose it on my own. I don't think
I would even know how to have a conversation with her about where to apply to. And as
an undergrad, again my mom was not involved in picking [my school] I chose it on my
own. I couldn't talk to her and say like “hey should I go here? should I go here?”
First-generation status even affected how and what students communicated with their family.
One participant had to “dumb things down” when speaking to family about their educational
journey. For example, calling their statistics degree a math degree because their parents or family
did not understand what a statistics degree was. This first set of findings showcases that in many
way, students were certainly affected by their first-generation status personally, financially,
academically, and more. The following sections further highlight their experiences as first-
generation and master’s students.
Anticipated Experiences
Anticipated transitions are expected life events. For a college student that could mean
anticipating graduation and earning a degree. First-generation students were asked 1) what they
anticipated the admission process to be like, 2) what they anticipated the application process to
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 54
be like, and 3) what they anticipated a master’s program to be like. Their responses are
summarized below.
Admission. Many participants anticipated only earning a bachelor’s degree. They
attributed this to their status because as first-generation students they did not always know about
higher levels of education and they did not always have someone to tell them about master’s or
doctoral programs. They described,
I never, ever thought I was gonna go to grad school in undergrad. I thought a bachelors,
that's it. I didn't even know grad school existed until people told me about it then I was
like “oh - this exists? I can do that?”
The little bit they did learn about higher levels of education created this perception that a very
small portion of people pursued graduate school. Participants believed that getting admitted to a
graduate program was extremely difficult, maybe out of reach and/or that there were not a lot of
students like them (woman, people of color, first-generation etc.) in graduate programs. One
participant recalls learning the statistics of Latina/o’s and first-generation students in graduate
programs. It was “probably less than 5 or 10% for sure.” Another participant shared that prior to
entering their master’s program they believed just 2% of their graduating class from their
undergraduate institution pursued a master’s. Looking back now they shared, “everybody is in
grad school a lot of people are pursuing master’s degrees.” Five of seven participants considered
attending graduate school late in their undergraduate careers or until after graduating. One
participant described how sad it was “that first-gen status I guess still affects you in relation to
graduate school.” Reasons why participants only anticipated earning bachelor’s degrees went
beyond believing that they may not be accepted.
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 55
I was looking for a job. That was my mindset - that at the time I really needed a job and
trying to survive. I really wasn't thinking of grad school. I wasn't envisioning [it]. I was
just like no, that's not for me. I don't have the money. My family doesn't have the money.
It was a combination of surviving and not having any money and not really envisioning
myself going to grad school.
For some students it was more pressing to get a job to meet their financial obligations, therefore
graduate school was not prevalent on their mind. Though they landed jobs, some participants
described them as “wack” – meaning they did not fulfill the career aspirations, career
development, or the financial growth they sought after earning their bachelor’s degree.
The realization that a bachelor degree was not enough to meet career and financial needs
as well as being inspired by people around them and support programs, changed participants
academic trajectories. For one student, their boyfriend going to graduate school was a catalyst for
their decision to pursue a master’s degree. For another, it was their sister saying that not going to
graduate school was not an option. They pushed and instilled in the participant to go straight into
a graduate program out of their undergraduate career despite their mother saying that if the
student did not want to go to graduate school they did not have to. Two participants credit
counselors, professors, and mentors for their decision to pursue a master’s degree. One of them
described,
deciding to attend graduate school was just being around people particularly at my
community college that attended graduate school. I was surrounded by it and I was
affected by the environment and I got challenged and supported to think about going to
graduate school and just making those contacts made me realize it. So, I already knew
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 56
going into my undergrad that I was gonna go straight into grad school. It was just
seamless almost - just because I was around it practically every day.
For others learning the statistics of first-generation, Latina/o students pursuing graduate degrees
motivated them – they wanted to prove those statistics wrong. Participants biggest motivators for
venturing on the admission process of a master’s program was the community of people around
them. Although they believed that getting into a master’s program would be difficult, the
community of people around them, among other factors, inspired and pushed them to go for it.
Applying. When asked what they anticipated from the application process students
shared the biggest expectation was a competitive process. Wondering what the application was
like was less worrisome than wondering how the application was judged. Some students
dedicated months to craft their personal statements and went through several drafts expecting
and hoping, but not knowing, if it would weigh more than anything else on the application.
Others, though not completely sure, expected the graduate record exam (GRE) to have a lot
weight. Anticipating this, they paid for classes and books even at the programs advice not to do
so. Participants were also asked if they were surprised by anything in the application. None were
really surprised by anything. One student shared that it felt like their undergraduate application
process just with more essays. The only thing that caught one student off guard was a question
that asked them to describe which faculty members they wanted to do research with. This made
the applicant feel nervous about what the master’s program would be like. They wondered if the
program was going to be research heavy and they struggled knowing how to respond to the
question. They were not sure what constituted someone being a faculty member. They wondered
if they could select deans, professors, anyone on the schools’ website. This made the application
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 57
process tough for one participant because they did not know how to accurately respond to the
question and it furthered their uncertainty of what a master’s program would be like.
Growth and professional development. When asked what they anticipated from a
master’s program participants elaborated on growth and professional development. Beyond that
participants expressed not knowing what to anticipate and attributed to their first-generation
status. They expected a master’s degree to provide for them what their bachelor’s degree did not,
career and financial growth. One participant felt that as an undergraduate student they “grew up
with a sense of false hope” meaning they believed,
that once you graduate with a degree you're about to get a job, you're gonna buy a house,
you know you can buy a car, you know all this stuff but the reality it's not like that. And
my parents realized it wasn't like that either.
All participants saw graduate education as “the only way to move up in life.” Ultimately, they
decided to pursue a master’s degree with the expectation of growth in different facets of their
lives. They anticipated social mobility, financial stability, and career advancement as evidenced
in the following responses:
I will be able to build networks and you know connections and build my own social
capitol. It will be in a way a social mobility for me. It's all about social capitol it’s about
who you know, the information you get if it’s correct or not. Eventually it ends up being
your job and I know [my graduate school] has the network and connections compared to
you know my parents.
I wasn't going to move up the social ladder without an education. I had so many work
experiences and I just knew in my mind that it wasn't going to get me anywhere in life
unless I go back to [graduate] school.
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 58
If I got a master's degree I could teach at a community college as faculty and that's what I
wanted to do. I always wanted to teach so I was like okay I can do that with that degree
and I'll be done.
Students clearly articulated why they choose to pursue a master’s and what they expected
out of attending a graduate program but they were less able to articulate what they imagined a
master’s program to be like. For the most part, there were vague or no expectations because as
one student described, “I really didn't have a lot of people to look up to for advice about college.
What to expect.” Those that did express expectations often ended their phrases with a rendition
of uncertainty like “I don’t know what I expected” or “I had no idea what to expect.” Others
described “when I got to undergrad I felt kind of lost for sure. I knew I was there to study but
that's all you really know. That's how I felt about grad school. I knew I was there to [to develop
my career] but you don't know what it looks like.” The anticipated experiences included a
rigorous, time consuming, and research heavy program, tough faculty members, family not
understanding the graduate journey, and cost of the program. One participant shared, “I didn't
know a lot about master's programs in general so I think I thought that it was going to be super
challenging to the point of impossible maybe.” Corroborating the expectation that a graduate
program was going to be more intensive, other participants shared,
I expected the writing to be a little more rigorous. The grading to be in higher standards
than undergrad. Academically I feel that expectations were going to be way above and
beyond. That was a little intimidating. I didn't know what to expect.
I felt like master's program would be the death of me because people build it up to be
hard and I agree it is hard and challenging but people make it seem like oh my God, like
you are walking through the seven layers of hell or something.
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 59
These expectations came from hearing “so many negative things about programs as in how crazy
hard they are” and “super challenging.” Multiple participants believed that faculty would not be
understanding, stating “my professors are going to be mean and crazy.” They shared, “there’s no
way they'll (professors) ever be flexible about anything.” Some participants anticipated that
being in a master’s program would be like having no life, “which it is” they confirmed. They
explained, “I expected it to be this critically difficult, rigorous program, to where I was like I will
be spending so much time studying and preparing for exams. I don't know what I expected but it
was weird.” Expecting it to be so time consuming participants prepped their family. Forewarning
them,
I am not going to be able to make it to, I don't know, going out and spend time with you
all. I'll just come home and I am going to be tired. That is just going to be the reality and
it is not about you. I am not mad at you. I am just trying to do me. I just want you to
expect that.
Looming in their expectations were also the costs of a graduate program. Participants stated, “I
had no idea what I was getting myself into I just knew I was applying to a master’s degree
program and I was gonna end up with a lot of debt - that's all I knew.” During the application
process the application fee, cost of the GRE, and for one participant the cost of the California
Basic Education Skills Test (CBEST), Tuberculin Skin Testing (TB test), and lifescan was a lot.
It caused stressed,
if I were to get accepted into such a school, how the heck was I even going to afford it.
How much money in loans am I going to end up with by going to a school like this. All
the financial aspect of it was weighing heavily on me.
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 60
Even with anticipated time commitments, professor expectations, and costs of program most
students were unable to articulate with certainty what they anticipated a master’s program to be
like. They expressed, “I didn't have any expectations”, “I didn't really anticipate much of a
master's program” or “I couldn't visualize what it would look like.” One participant discussed the
graduate application process with mentors and peers but “didn’t bother because it never crossed
my mind to ask, ‘So how is grad school? What is it actually like?’ So, I didn’t have any
expectations.”
Unanticipated Experiences
Unanticipated transitions are life events that occur unexpectedly (Schlossberg, 1981). In a
college context, this could be a student receiving a scholarship they did not count on. It could be
them learning they are expecting a child that was not planned. In the context of this study, it
refers to experiences master’s students encountered that were unexpected and surprising and not
anticipated at all. When participants were asked to reflect on their unanticipated experiences in
the application process, admission process, and master’s program they shared demographics of
the program (students and faculty), faculty being supportive and available, how time consuming
and tiring the program was, dreaming bigger academically, and the programs curriculum were all
unanticipated experiences. Participants either did not expect or were surprised by their
experiences.
Demographics. To participants, it was unexpected and surprising that their master’s
program was diverse. They “didn't anticipate having a lot of people of color. [They] really
thought there was going to be a lot of white students and white faculty.” As one participant
explained,
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 61
I thought master's programs were a lot of white men and the funny thing is, it's people of
color, woman. Going back to when I learned about statistics of Latinos in the pipeline, or
first-gen students in the pipeline - there were such a low number of Latinos in education
that I was like where are these people at? They are probably dispersed. But then come to
our program and it's what? 80% Latino or 80% people of color and heavily female.
As first-generation student, being in a diverse program was important. Though it was
unanticipated, participants were gladly surprised that their expectations were wrong. Why they
believed the program would be made up of white men amongst other identities is of interest for
further exploration.
Faculty. Participants encountered supportive and available professors in their master’s
program which was surprising and unanticipated. One participant exemplified this surprise when
they recounted meeting with a friend that had already graduated from a master’s program the
participant was were applying to.
He walks in [late] and was like sorry - I was talking to my professor, just a quick little
check-in? I was like you just checked in with your professor at 8 at night. That's normal?
That's graduate school?
The participant could not believe that professors checked-in with students. Much less during late
hours in the night. Going into the program participants believed faculty members were difficult
and tough. Even after that encounter with their friend, the same participant entered their master’s
program skeptical about faculty support and was not “really expecting it to be that supportive.”
Looking back now they “feel like all the professors are pretty much supportive” and many
participants echoed the same sentiments. Anecdotes include,
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 62
I can communicate with professors via text message if I have something going on or I
want to take advantage of a new opportunity but I am anxious. I know I have a couple
faculty members that I can - you know ask - Do you think this is a good idea?
Faculty were supportive and available to guide students academically and professionally. They
made participants “feel that you can actually talk to them about anything that's non-academic. I
didn't anticipate that.” They believed professors in master’s programs rarely worked supportively
with “students that go through hardship.” But in their program. participants happily recalled
doing phone call check-ins with their professors and described a level of comfortability they did
not expect because they had not experienced it before. Students felt valued by professors.
I was able to reach out to professors when I felt I was having financial struggles, they
were able to help me out. It goes back to, if I didn't feel connected to that faculty
member, if I didn't feel that I could talk to them about my challenges, which I normally
would have never done in undergrad in the first place but because I felt so connected and
felt that this person valued me and saw me not just as a student.
Faculty members were also described as inspirational, caring, open, and honest. Professors self-
disclosed their experiences and because professors were from the same or similar
underrepresented communities’ as participants their disclosures were impactful.
I don't know if they know that but I feel that they have truly changed the way I look at
going into higher ed because of the way they talk about their own experience. Letting
them know - talk about it! We really appreciate when you do because it lets us know that
it's possible to go through it.
Overall, students did not anticipate their professors being – available, caring, inspiring, and open.
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 63
Developing higher educational aspirations. Participants entered their master’s
programs not anticipating someday yearning to pursue a doctorate degree. They believed they
would earn their master’s degree and that would be it. Yet, going through their program they
were exposed to and learned about different doctoral programs and were inspired to pursue one.
One participant reflected,
I knew in my mind I was not gonna go that high in education (referring to a doctorate). I
am like no, I am not going to take 6 years and do research. It was already difficult enough
to envision being in a master's degree program.
For participants the idea of many years of school, costs, and doing a lot of research was all they
knew about doctorate programs when they entered their master’s program. Faculty members
played vital roles in participants learning about different graduate programs and it motivated
them to dream bigger. One participant shared, “When Dr. M told us his story and what he went
through. I was like man I want to apply for an EdD program!” Another participant agreed,
sharing “I never saw myself getting an EdD until I saw these professors doing it. And I'm like
wait - we can do this to!”
One participant felt that being a first-generation student impacted what they knew and
understood graduate school paths to be. They lamented that they “didn't even know until now
(during their interview) that you can do a doctorate before doing your masters so I feel like even
that is part of being first-gen. You don't know those things. I didn't even consider it.”
Participants appreciated professors disclosing their journeys because it helped them
develop higher educational aspirations. Though unanticipated, their master’s program led them
to discover new and different educational programs and paths and this impacted their goals and
dreams
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 64
Time commitment. Participants anticipated being busy during graduate school but they
underestimated how time consuming a master’s program would be.
I didn't expect to be this tired. I didn't expect to have two jobs. I didn't expect to not have
time to do any family stuff really. I just didn't expect to be this busy really. Although I
did have expectations of the rigor of the program I didn't think it would - the actual
program would be consuming my life I guess. If that makes sense. Because like the actual
readings and assignments is do-able I feel. But when you put that into, or mix it with your
life, and financial responsibilities now, and just like trying to make time with my family
and parents because I'm now living there compared to undergrad. It's becoming difficult.
There were many things they did not anticipate or expect to consume their time.
Food. I need time to eat. So difficult and I didn't think it would be. I find myself eating in
my car a lot. Like driving and eating which is really bad. The other day I did my nails
while I was driving. It was like red light, paint one nail. So just finding time to do stuff.
Then they keep saying self-care. Where do I do self-care?
Participants found it difficult to balance the difference aspects of their lives. They tried to juggle
schoolwork with family, friends, romantic relationships and other responsibilities.
My mom’s like - okay it's Saturday let's clean and I’m like I'm trying to sleep in. Or like
let's go on a walk or let's go on a hike. I just am trying to sleep in. Just like running
errands because she doesn’t drive. Just doing little things for her, here and there, it's just -
you can't say no because it's your mother. Trying to make my parents happy and doing
what I feel I need to do as a daughter because I'm living at home. I'm trying to balance
my school work. And then aside from that I do have a partner, significant other, and even
that is kind of like - I need to make some room for him.
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 65
It was challenging to explain how consuming graduate school was and how difficult balancing
school with all other commitments was. Though some participants anticipated being busy,
actually going through school, and having to communicate that to family and friends was easier
said than done. “I had to tell my mom, and it was really hard to tell her, like when I come home
from work, from an 8-hour shift and from school I don't want to talk.” The participant explained,
“she's learning to understand about me being in grad school. She would say ‘it's pesado’ and I
would be like ‘yes, it's pesado, it's heavy work’, it's a lot, not just a walk through the park.” For
some participants, family and friends had a harder time understanding how time consuming and
tiring the program was.
My phone is ringing with all my cousins like - oh when are you coming over? You never
come home. And I'm like I don't think I can. I am tired. My body hurts. I tell them I am
tired. [They respond] You're tired from class? All you do is sit there. Like no, not at all.
So, I have to get mean sometimes like sorry I'm not gonna explain myself because it's to
no avail and I am just going to go to bed. So, it's been a little bit of a selfish moment for
me especially this year because it is hard. I drive a lot and I don't want to have to drive on
the weekends really far out to do something because this is literally the only day I have to
be at home so I have to be like yeah - I am busy. I am not [actually] busy, it is the only
day I am not busy, I just don't want to go out. I am tired.
Many participants expected a rigorous and time-consuming program but they did not anticipate
the amount of time that would be needed to be successful. This unanticipated reality speaks
reveals a continuous finding that although participants did anticipate some experiences from their
master’s program they were not always accurate and that participants faced more unanticipated
experiences in their pursuit of a master’s degree.
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 66
Curriculum. Participants did not anticipate a practitioner-based program. One
participant anticipated a research heavy program because the admission application asked who
they were interested in conducting research with. Participants learned that “professors are also
professionals [in the field] and that these people do stuff and they teach us how to do it. Like –
oh this is grad school.” All participants appreciated a practice-based program explaining, that as
first-generation students they felt a great deal of pressure to graduate from school, get a job, and
do well financially. Therefore, preparing for the work force was of upmost importance and a
practitioner-based curriculum provided that.
Being a first-gen student and being able to learn all this stuff and have this pressure of
graduating and then getting a job in that field and doing a good job. Now I feel like, and I
don’t think this is a bad thing, I am over compensating in the work side because I want to
be prepared.
Learning how to do their job, and do it well allowed students to feel secure about obtaining the
career advancement and financial growth they anticipated from earning a master’s degree.
These sections discussed findings related to the first research questions which sought to
explore the anticipated and unanticipated transitional experiences of first-generation college
students in master’s programs. Findings show that students anticipated their program would to be
research heavy, populated with white faculty members and classmates, and that a very small
portion of people, especially from underrepresented communities pursue and get admitted to
graduate programs. To the contrary, their program had a large representation of underrepresented
communities, was practitioner based, and had diverse faculty members. Embedded in their
discussion of their expectations, participants were not confident in describing what they
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 67
imagined a program to be like. They could only articulate what they expected from a program –
growth but not what a program would be like once they started.
Their unanticipated experiences encompassed diversity in their program, caring and
available faculty, being inspired to the point of changing their aspirations from once believing
they would only pursue a bachelor’s degree to now considering a doctorate degree, and they
underestimated how much time commitment a master’s program required. These findings are
important in that they shed light on the overall experiences of first-generation master’s students.
They pursue and enter master’s program with a lot of unknown information, inaccurate
expectations, and many unanticipated and surprising experiences, yet their willingness to persist
and earn a degree is not shaken.
Strengths
This section discusses findings for the second research question - what are the strengths
of first-generation college students that help them pursue their master’s degree? These sections
elaborate on how first-generation students were able to apply, get admitted and persist through
their master’s programs. Strengths of students are categorized by the 4S system which includes
situation, self, support, and strategies. Each of the 4 S’s are defined, followed by a description of
how first-generation used that “S” to help them get through their master’s journey.
Situation. This refers to a person’s situation at the time of the transition like whether
stressors exist in a person’s life and how they influence coping transitions. For example, if a
student is admitted to college in a new city with a full tuition scholarship but is the caregiver for
their parents, transitioning to college is difficult because of the students’ responsibility.
Participants in this study were not asked and did not share in great detail about other life
commitments (their situations) that impacted their experiences in a master’s program. The
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 68
demographic survey which asked about participants income, work status, school status (whether
full or part-time), and age helped understand participants situations. Learning whether they were
working and going to school fulltime suggested if participants potentially faced many stressors
while pursuing their master’s program, given how time consuming their graduate program was.
Growing with a dysfunctional versus supportive family was placed in this 4S category
because participants discussed how it affected their experiences. For one participant, growing up
with a dysfunctional family heightened feelings of insecurity and doubt about pursuing a higher
education, financial instability, and loneliness. Meanwhile growing up with a supportive family
made another participant feel empowered, invincible, and confident in the pursuit of their
aspirations. Another participant reflected on how their culture affected them, meaning how they
grew up. They explained that their culture of respecting authority figures affected their ability to
speak to and build relationships with authority figures like professors, supervisors, and
colleagues at school or work. They explained, “I am not used to, still to this point, to even talk to
my boss and have that relationship with them. I can ask questions I feel comfortable with that.
But to go in there and just talk to them as a friend - it doesn't happen.” This affected them when
they needed to ask for recommendation letters for their graduate application, they were unsure
who to ask since they did not have many professional relationships built and needed to muster
the courage to ask the individuals that did come to mind. This also affected them in that they did
not present at conferences (like other master’s students and colleagues did) because they could
not fathom teaching their authority figures things they probably already know. Considering
students culture, upbringing, and demographics contextualized what participants lives
(situations) were outside of school and what stressors possibly existed outside their academic
lives. This section provided great insight on how students experiences may be impacted by what
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 69
may seem like a minimal part of a student’s life to an institutional agent like a faculty member,
advisor, peer, or supervisor.
Self. This “S” refers to a person’s inner strength for coping with a situation, their attitude
towards a situation which affects how one deals with transition. Is one optimistic or resilient? If
so, their chances of dealing with a transition successfully will increase. Many participants
showed signs of optimism and resiliency as first-generation college students in a master’s
program. They saw themselves as accomplished, inspiring, and as trailblazers, they used positive
self-talk, and constantly remembered their “why” for pursuing a master’s degree, and these
strengths contributed to their success as master’s students.
A coping mechanism, they may not have been aware of was positive mindsets and
outlooks. One participant shared “positive self-talk, like [telling themselves] no, we can do this”
helped when they felt things get really hard. Some recognized that as first-generation and
master’s students they coped with imposter syndrome but it was not to described as a crutch in
their life. Students positive self-talk helped participants cope with imposter syndrome. One
participant stated,
being first-gen, you've had to struggle with a lot of doubt and a lot of - oh, am I ready?
You know what I mean. Because you were told that directly and indirectly through out
undergrad or throughout even just working and thinking about applying to graduate
school. So, having to go through this process and see the light at the end of the tunnel is
very, very I guess exciting.
This ability to reframe their outlook when facing hardships is a strength that first-generation
students bring to their experiences. First-generation students learn a lot by making mistakes and
they are okay with making mistakes because they know that somehow, someway they will figure
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 70
things out. Making mistakes is looked at a learning experience rather than a defeating experience
which displays tenacity and tremendous belief in themselves. This ability to deal with hardship,
reframe the concept of “failure” when they made mistakes, and persevere no matter how many
time they got something wrong is a strength that helped them through their master’s programs. It
helped carry them through the admission process, application process, and during the program up
to the brink of graduation. This inspired their community (friends and family) to pursue higher
education. Reflecting on their graduate journey one participant shared,
I just feel accomplished. I didn't think that I would feel this good like at graduation or
coming towards graduation cause like you don't realize how much of an impact it has on
family, or siblings, or people you haven't talked to in years. So, it's like dang - I did this! I
did this! Nobody else but me.
Lastly, a communal perspective that kept students going through this big transition in
their life to graduate school was, as one student put it, “remembering why I am here.
Remembering why I am doing this. Not only for me but for future people to come, or like my
community.” Remembering their “why” helped them “stay inspired and motivated and to persist
through those tough times. At the end of the day while this degree is mine, it also represents like
it's for my family and for my community.” Remembering their “why” and remembering their
community was a source of strength for first-generation students.
This section proved that though first-generation deal with many different experiences
pursuing their master’s degrees, their attitudes towards their changing roles, responsibilities,
challenges are a strength. They have an ability, a strength in themselves, to see positive in their
situations, they have an inner strength, and they remind themselves that they are capable and
good enough to achieve their dreams and receive their master’s degree.
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 71
Support. Support refers to resources available during a transition. Examples of supports
are professional associations, support groups, family, friends, and classmates. Participants
biggest support and resources getting into and through their master’s program was community.
Community in this study was defined by special programs, other first-generation students,
graduate students, classmates, institutional agents, and family.
Multiple participants explained there were no “facility resources” like specific offices,
buildings, or places on campus they could think of as a support system.
I don't think there's anything structural that has completely supported me in my grad
program. Nothing toward first-gen students. It's all been just like social networks or like
teachers or old teachers or my family sometimes. I don't find a place [on campus] where I
can go and ask a question that I feel may be the dumbest question ever and I’ll get a
specific answer or the right type of advice or guidance. Like I don't have a space in the
program where I can do that.
A second participant echoed this sentiment and described that in lieu of “facility resources, I
guess you can say I've used professors, colleagues, my staff, and people in my office as
resources.” The closest to something structural were support programs they participated in as
undergraduate students. Support programs helped participants find community and played
pivotal roles in choosing to pursue a graduate education.
I was lucky that I entered a program called EOP. Without that I would not know anybody
in my community, anybody on campus, and that helped me out because eventually a
couple of students from EOP applied to master's programs and got in. They specifically
got into [my current program] and those were my two main points of contact when I
started researching for grad school. Even though we weren't in the same field, they at
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 72
least knew how to apply to grad school, they at least knew the process of grad school. I
learned off their resources [they] used to get things like application fees waived. I feel
there was challenges in the application but I had the friends and resources to help me get
through the application.
For another participant, the closest thing to some type of structural support was a research
program. It was when they joined the research program in their undergraduate institution that
they learned about graduate school and what graduate school could offer. Over one summer the
program helped with the application process, specifically the personal statement through
mentorship, events, and providing exposure and information on graduate school. Were it not for
these support programs, the process of pursuing a master’s degree could have been much, much
different for the participants.
Re-counting how they got to where they are now, many participants spoke about their
reliance on first-generation students and graduate students in or outside programs they applied to
for help. One student acknowledged first-generation students “have paved the way thus far and
that in this network, first-generation students are always willing to help one another out.”
Another participant validated how important it is for first-generation students to support each
other.
You’re going to go through the same things. One thing that one of my friends always told
me was “We all we got. Who else got us? Not another third-generation person will
understand what we’re going through.” As first-generation students, we all we got so we
should stick with each other and try to figure things out together.
Second-year graduate students served as guides and mentors for some participants during their
master’s program,
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 73
I always had the second-years to help me out, not only did it help that they are second-
years but also first-gen so I didn't feel uncomfortable asking them questions if I felt it was
going to be a stupid question. They may have already asked that question. So, second-
years that had already gone through it was the main source of support for me.
Friends in graduate school supported participants by listening to them when they needed to vent
about their experiences. A perfect example is the recollection of one participant about their first
semester in graduate school,
I sat in my car after some class. I don't remember what class it was and I cried. I was so
tired. Right at the moment when I was crying one of my sorority sisters called me. She
called and she was crying. It was really, really funny. We were laughing because we were
asking each other why we were crying and just said “This is so hard!” It was a bonding
experience I guess. Since then we check up on each other.
Friends helped participants “learn the ropes” about navigating graduate school. One participant
credited their friend, also a graduate student studying Education, for helping them develop the
ability to be what they referred to as “ballsy.” Stating, “I wasn’t just born being ballsy left and
right, someone had to teach me the ropes and it was friends that had already gone to grad
school.” Their friend urged them to reach out to as many institutional agents as possible to
discuss programs, admissions information, application processes and more. They pushed them to
ask for help and talk to people because the worst that could happen was getting ignored.
Ultimately, the participant felt that being “ballsy” played a role in getting accepted into multiple
graduate programs. They recalled meeting with a professor from one program and speaking with
the director of another graduate program which resulted in their application being flagged at each
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 74
intuition and which they believe is one of the reasons they were subsequently also admitted to
that program.
Institutional agents served as a huge support system for students. Admissions officers
were helpful during the application process, especially because participants worried about how
competitive the admissions process was. They were available and responsive when needed,
reached out to students on their own accord to check-in about the application process, won
students trust, and helped with obtaining application fee waivers. One participant even shared
that admissions officers “were kind of relieving my stress” about things like the graduate record
exam (GRE) score. One-on-ones with faculty were helpful because as one student described,
receiving affirmation from someone that is already where you want to be was nice. To
hear them say - oh yeah, I went through all of that. [And] someone giving you advice
that's already in the position you want to be in - that's helpful.
Professors were impactful and gave off a vibe that they really cared about students as people.
Participants described this vibe as follows:
Yeah, we're students but they understand we are people before students. That makes such
a huge difference in a graduate program especially being first-gen when I don't know
what I am doing half the time but I know you have my back and I know if I need help in
any type of way you're gonna be there to support me. And whether or not its academic
you will help me holistically so I can get back to my academics.
Classmates and colleagues served as a support system for participants and were one of
the driving forces for students continued perseverance. Participants shared, “a lot of our
community is just cohort. It's social and emotional support.” While some participants described
not being as close to their cohort as they anticipated and others described being extremely close
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 75
despite not anticipating it – all agreed that their cohort helped them stay afloat and survive. One
participant shared,
I don't have family in the area and since most people are doing their own thing from
undergrad I had to find a new support system and I found that in the cohort. Not only
have they experienced some of the things I have experienced but they are actually
physically or at any moment there to help me with anything, at any moment.
Through their cohort participants had people who understood what they were going through and
that validated their experiences. As one student put it,
Cohorted programs are important for first-gen students specifically because when I was
in undergrad if I had a question I didn't know who to ask and if I asked a student they
probably would've given me the wrong answer. Now we go to school and we are in a
cohort with people who are working professionally too, or who have more experiences,
or who have these diverse set of experiences, and we can talk openly. I have learned so
much from my cohort it's kind of crazy.
Participants were eager to give their cohort a shout out for being their biggest support system.
They even offered advice to first-generation students considering master’s programs,
recommending them to learn whether a potential program is cohort model because “some grad
programs are not cohort. So, what is your support system going to look like. What's your
community like?”
Colleagues and workspaces were esteemed as support systems. Co-workers, bosses, and
entire offices played vital roles in participants’ lives. One participant stated, “I talk to [my
coworker] just to verify if everything is how it's supposed to be. I don't know what my check-ins
with him are for but it's helpful.” Colleagues were impactful and supportive because for some
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 76
participants prior to entering their master’s program or aside from their classmates they were the
only people they had a close relationship with that attended graduate school. They were the only
person(s) participants had to ask about navigating graduate school.
Lastly, family was described as a support system. Although parents could not offer
guidance navigating the higher education system a supportive family environment was
important. One participant explained,
A supportive family environment really makes a difference in being a first-gen student
because while they may not know what to do, or what the process looks like, at least my
family was very encouraging. As in – I want you to pursue an Education. I don't know
what it is but I'll support you in any other way whether it's - if I can't financially or in any
way be a kind of support system.
Participants felt supported and were grateful for parents packing lunch, leaving dinner on the
stove to enjoy after getting home late from class, or for asking “hey, do you want me to make
you an egg for breakfast?” they described, “I mean it's very, very helpful.” Others felt supported
by family through “little things that were a huge help” like parents pumping gas, feeding the
dogs, or saying “Hey, I'll move your car for you because I'm about to leave but you can sleep in.”
For first-generation students, family supported them in what they called small ways. For them
even the smallest gesture meant a lot for example a packed lunch for some meant, saving time
because they didn’t have to pack their own lunch or saving money because they didn’t have to
out to buy lunch. For one participant, their siblings watching them through their journey to
pursue a master’s degree motivated them to realize their dreams. The participant explained,
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 77
my brother was a support system because although he is younger and still in undergrad.
He wants to do his grad work. So, he was kind of like – ‘What are you doing now?’ Him
asking questions I feel helped. It was just kind of like - I don't know, what do I do now?
This prompted the student to be more proactive in figuring out the next steps towards their
degree – applying, enrolling, and persisting through the program. Having siblings, almost put
pressure on the participant to serve as a role model and trailblazer, to show their siblings how to
pursue a graduate degree.
Support was the biggest resource and strength first-generation students brought to their
experiences. The wealth of networks, familial support, cohort reliance, friends, colleagues and
coworkers they had available to ask for help clashes with the belief that students lack support to
successfully pursue higher education. Feeling supported “is critical to one’s sense of well-being”
(Schlossberg, 2011, p. 160) and these sections highlight how critical support during a transition
into and through a master’s program is, especially for first-generation students who heavily
depend on this resource.
Strategies. The fourth “S” in the 4S system, strategies, refers to a person’s flexibility to
use various ways to change a situation, reframe a situation, and/or reduce stress (Pearline &
Schooler, 1978). It refers to coping techniques that can change a situation for example,
brainstorming, consulting legal counsel, reframing situations (trying to see opportunity that
might occur from not getting a job promotion), and actions that help reduce stress (meditation,
exercise). Strategies of first-generation students in this study included help-seeking behaviors, a
“monkey-see, monkey-do” approach, and self-care.
Help-Seeking Behaviors was the most mentioned strategy. Participants defined help-
seeking behaviors as going out of their way to look for things and to get help. One student
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 78
explained, “I feel like, a lot of people helped me but I sought their help. It wasn't given to me.”
They shared, “I went out of my way looking for scholarships and meeting with graduate students
for help on personal statements.” They sought help from faculty members, admissions officers,
first-generation students, other graduate students, and special programs. Were it not for their
courage to ask for help a lot of what they accomplished may not have occurred. For participants,
getting help and finding support meant stepping out of their comfort zones. One student
described,
I can't generalize but I feel a lot of first-gen students, like they don't want to ask for help
whether they think it's because of - they are afraid, they're uncomfortable, they don't
know where to reach out. I saw a lot of my friends refuse to ask for help even in
undergraduate school. I knew I needed the extra support. For me, I don't want to justify
what people already think about this group of people - first-gen or Latinos'. That was my
mentality in undergrad. Whereas I evolved in graduate school to I know I need the
support.
Reflecting on their graduate journey one participant shared that they approached graduate school
from the mindset of someone like a foster youth. Every step of their journey they wondered, how
would a foster youth approach this or that? They explained, “what I mean by that is, let's just say
I am by myself, I have no support at all, independently - how would this student approach
anything?” To them, a foster youth had no choice but to find and ask for help. This strategy
helped the participant secure a scholarship to cover their degree costs and motivated them to
always seek help for everything.
The “Monkey-See, Monkey-Do” approach was a unique strategy that one student used to
navigate graduate school and “even through undergrad.” It was their survival instinct, as the
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 79
participant explained, “when I see a good student I'll try and mimic what they do.” For example,
if they saw a student doing well and noticed they spoke to the professor, asked questions,
participated in class, or went to office hours than they mimicked that behavior. Pursuing their
master’s degree, they explained that they mimicked what others did to successfully get to where
they wanted including mimicking a foster student.
Self-Care was a coping technique and stress reducer for participants. It meant being
intentional about doing what was best for them mentally, physically, emotionally and more,
which looked different for all participants. For some, it meant ignoring their cousins badgering to
hang out, for others it meant dedicating more time to loved ones, and for some it meant
explaining to their parents that after a long day of work in school all they wanted to do was not
talk to anyone and be locked in their rooms. For others, it meant managing their time well-
enough to get sleep, homework, and work hours to fit well in their day. Students found self-care
to be so important they offered these words to future applicants of master’s programs, “self-care
is really key if you're thinking of applying to grad school. Know what your self-care is going to
look like.” One interesting finding was that participants found self-care to be important because
of their graduate program. They recalled,
I feel I rarely seen my parents ever do self-care. I didn't know about such a thing until I
got to graduate school. Because I felt I have to constantly be doing something productive
or I am wasting my time. And I always thought that in undergrad. Because - my mom is
working multiple hours so there is no excuse about why I can't do that. I had to come to
the point, where I evolved, to think, wait, we need to practice this (self-care) more
because if we can't take care of ourselves we can't take care of anyone else. Seeing them
(parents) work so hard made me feel like I have to work hard, I can't waste time going
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 80
out, or I can't waste time doing that. Whereas now I see it as - I need that because I need
to be able to keep my sanity throughout this program.
“The person who flexibly uses lots of strategies will be better able to cope with transitions”
(Schlossberg, 2011, p. 161). First-generation students deployed many strategies that aided in
managing anticipated and unanticipated experiences. Students flexibility to deal with changing
routines, assumptions, roles, and their perceptions of graduate school helped reframe their
experiences and reduce stress. The strategies they were unique, exemplifying first-generation
students are resourceful.
Findings in this chapter illustrated that though not always sure of what to expect, first-
generation student’s strengths and their coping mechanisms (situation, self, support, strategies)
helped them accomplish what they wished, to pursue a master’s degree. Despite not knowing and
understanding how graduate applications are judged, despite being the first to venture on the
journey of graduate school, and despite many other factors, they persevered. Leveraging
different identities, thinking positive, relying on community, and using strategies like help-
seeking behaviors were key to participants thriving in their quest to pursue and persist through
their master’s degrees. These findings, prove that first-generation students have a plethora of
strengths they bring to their experiences. Participants and the world outside of them (professors,
master’s programs, peers etc.) should not believe they were able to reach their dreams despite
being first-generation they, but instead they should believe that it is because of their status that
they were able to reach these milestones in their lives.

EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 81
CHAPTER FIVE:
ANALYSIS AND DISCUSSION
The purpose of this study was to learn about first-generation college students’
experiences in master’s programs. It explored what it was like for them to dream of and pursue a
master’s degree. What did students imagine a master’s program to be like? What did they not
think it was going to be like? The study sought to learn about their experiences transitioning into
a master’s program. This study aimed to follow Tate et al’s., (2015) research in documenting the
strengths and resources this population brought to their experiences. It explored the resources
and strategies first-generation students used to achieve their aspirations of pursuing a master’s
degree.
The purpose and goals of this study were guided by the following research questions:
1. Using Schlossberg’s Transition Theory, what are the anticipated and unanticipated
transitional experiences of first-generation college students pursuing master’s degrees in
education?
2. What are the strengths of first-generation college students that help them pursue their
master’s degree?
Analysis of Findings
Findings for the first research question revealed that most participants could articulate
what they anticipated gaining from earning a master’s degree but they were less able to articulate
what they anticipated a master’s program to be like. They anticipated the following: competitive
admissions and application processes, participants anticipated only earning a bachelor’s degree
in their academic careers, growth and professional development (social mobility, financial
stability, and career advancement); and a rigorous, time consuming, costly and research heavy
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 82
program. When probed about what they anticipated a master program to be like a theme of
uncertainty arose. Though participants easily discussed why they were pursuing a graduate
education they were less able to discuss what they imagined a master’s program to be like. Many
of their responses included renditions of “I don’t what I expected” or “I had no idea what to
expect.” Unanticipated experiences included demographics of the program, faculty being caring,
aspiring to higher levels of education, they underestimated the time commitment of a master’s
program, and the programs curriculum. Participants believed their master’s program would be
filled with white faculty members and students they did not expect diversity in the student body
or faculty members. They did not anticipate their professors being so caring, available, open,
helpful, supportive, and inspiring. They did not expect that entering a master’s program would
lead to an interest in pursuing a doctorate degree. They did not foreshadow just how time-
consuming graduate school would be and they did not anticipate a practitioner based curriculum
rather than research heavy.
The findings will show that participants coped with many unanticipated experiences, they
did not always know what to expect from a master’s program, but nonetheless they were able to
manage these experiences. Learning that students were unable to anticipate many things from a
master’s program was not the most important finding in this study. How students coped with
unanticipated events was of greater importance, as transition theory focuses on how individuals
adapt to transitions. Learning how students coped with unanticipated events revealed the
strengths and resources they bring to their experiences. Schlossberg (1981) noted family units,
networks of friends, group affiliations, religious centers, authoritative figures, and jobs are some
sources of strength and support for coping with transitions. This study yielded similar coping
mechanisms used by first-generation students’ and the 4S system helped frame and categorize
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 83
them into situation, support, self, and strategies. “Individuals differ in their ability to adapt to
change” (Schlossberg, 1981, p. 2) and this studies goal was to draw attention to how first-
generation students differ in their abilities to transition to graduate because it is important for
institutions to understand these differences to correspond accordingly to help and support these
students. Findings for the second research question are summarized below (Figure 2):
Figure 2. Strengths of first-generation college students in master’s programs.

Findings of this study are similar to Portnoi & Kwong’s (2011) findings about first-generation
college students in master’s programs: dealing with feelings of inadequacy, straddling
incongruent social fields, wanting “support for the application process, guidance related to
comprehensive examinations or thesis, and workshops regarding the expectations of graduate
school” (p. 423). Similar to some of the resources participants in this study used, the participants
in Portnoi & Kwong’s (2011) study relied on faculty mentorship and peer relationships to
counterbalance challenges and difficulties of graduate school.
Implications from this study mimic the suggestions of Gardner’s (2013) research about
first-generation students in doctoral programs, for example, students need “explicit mentoring
and guidance” (p. 52), messages about how graduate education operates and can be funded,
information about university-wide student organizations, and connection to their peers. Gardner
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 84
(2013) also discusses how first-generation college students in doctoral programs benefit from
connections to scholars of color outside of the university to facilitate their retention and success,
and to decrease feelings of isolation and otherness. Lovitts (2007) suggests making the implicit
explicit by having faculty and graduate coordinators meet with students to provide resources and
information students wish they had known upon entering their graduate program. The following
sections outline how what participants in this study ask for to improve their transitional
experiences echo what past literature mentions. The implications are significant they were
created using “in-vivo” terms, meaning that the actual words of students make up the titles of
each implication.
Research Implications
Though some research exists about first-generation students in graduate education exists
replications or extensions of this study would benefit academia to deepen understanding of first-
generation college student’s experiences. Delving deeper into how and why first-generation
students experience their transitions into and through master’s programs the way they do will
help institutions, practitioners and researchers better support and improve first-generation
student’s experiences. This study begins addressing the scarcity of research on first-generation
students at the master’s level and it begins to uncover how they experience their graduate
journeys, future research can continue to do so by:
1. Broadening research methods and procedures.
2. Conducting research with strengths-based frameworks, not deficit-based frameworks.
3. Broadening research questions and the studies purpose.
Each research implication is discussed in more detail below.
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 85
Broader methods and procedures. One way to broaden the study includes widening the
population and sample size. In this study participants were from one institution, one graduate
school, and from one field of study. Future studies could research disciplines where first-
generation students are not overrepresented like they are in Education or they could compare the
experiences of first-generation students and non-first-generation students transitioning into a
master’s program. To widen the population future research could span across multiple
disciplines and institutions. To broaden sample size future studies could include a bigger pool of
participants.
A second way of broadening the study is by considering intersecting identities of future
participants alongside the first-generation status. Some participants questioned whether the way
they navigated and experienced their master’s program was always or solely related to their first-
generation status. This implication is supported by one participants comment,
I don't know if it's even relevant but looking at these questions I was like is it first-gen or
is it being a girl? Mexican? So, I would kind of want - no pressure on your study - but
future studies. I would want to see if some of the issues that I went through could be
identified with the first-gen status or because of my identity as a female or as part of
having immigrant parents.
This participant acknowledged how their culture and the gender norms associated with their
culture impacted their interaction with authority figures like mentors, professors, and colleagues
in school and at work. Leyva’s (2011) research on master’s students in social work also found it
was difficult for them to speak up to their professors, to interact with different classmates, and to
advocate for themselves because personal/cultural roles taught them to respect authority.
Similarly, two participants acknowledged that though they both identified as first-generation,
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 86
low-income, Latina/o, and female their experiences pursuing higher education were vastly
different because of different family dynamics. It could benefit future research to mindfully
include other identities as research criteria. Considering other identities first-generation students
carry will greatly enhance the exploration of their experiences and could add to the authenticity
and validity of findings.
Strengths-based framework. The pursuit of higher levels of education is not an easy
feat, yet participants demonstrated they can dream it and achieve it. When asked what advice
they would offer to their master’s program to improve their experiences, one participant stated
(to faculty) working with a strengths-based mindset. They suggested,
Really understanding the challenges but also the strengths that first-gen students come in
with because if you only see first-gen students as having challenges or coming in with
like - oh they are lacking this, or that you aren't going to be able to fully understand their
experience, then you're also not going to be able to help them or support them when they
really need it because you are seeing them in a such a different way. So, understanding
the kind of experiences they are coming in with including the strengths.
In the same way that professors were being called to not see students in deficit-mindsets
researchers must also veer away from deficit discourse in their research. Less focus needs to be
placed on what students lack to succeed (Dowd & Bensimon, 2015) and more focus needs to be
directed at what strengths they possess and leverage to successfully navigate higher education
(Demetriou et al., 2017). This study found first-generation college students in master’s programs
thrive in a diverse graduate program, a cohort modeled program, and amongst a community of
support (as defined in Figure 2). Exposure to literature that rebukes deficit discourse could help
reframe practitioners’ ideas and pre-conceived notions of first-generation students. Strengths-
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 87
based research could revolutionize how practitioners work with first-generation students. An
example of strengths-based literature is Yosso’s (2005) work that is designed to capture talents,
strengths and experiences of minoritized students, including first-generation students. In her own
words, her work,
shifts the research lens away from a deficit view of communities of color as places full of
cultural poverty disadvantages, and instead focuses on and learns from the array of
cultural knowledge, skills, abilities and contacts possessed by socially marginalized
groups that often go unrecognized and unacknowledged.
This model was monumental in reframing how one participant viewed and spoke of themselves.
If more practitioners came across literature like Yosso’s that disrupts deficit discourse, then
students would come across faculty with strengths-based mindsets, and then more students
would see themselves in a strengths-based way and would describe themselves, as one
participant did, “resourceful, resilient, and empowering.”
Broadening research questions and the studies purpose. Findings of this study left
lingering questions for researchers, institutions and their agents about the experiences of first-
generation college students in master’s programs. Questions like: How did students learn what to
anticipate from master’s programs? What are the reason’s they did not anticipate or expect some
transitional experiences from a master’s program? How can institutions support first-generation
college students’ experiences? How can institutions encourage first-generation college students
to aspire to higher levels of education? To apply, get into, and persist through master’s
programs? How can institutions foster the strengths and resources first-generation students
possess and leverage to navigate through higher education? To expand research on first-
generation college students in master’s programs future research could reflect on and explore
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 88
these questions. These inquiries begin to uncover important research, practice, and policy
implications and exemplify a deeper desire to understand how and why first-generation students
transition into master’s programs and graduate education the way they do.
Practice/Policy Implications
This study offers first-person accounts of what first-generation college students
experience pursuing a master’s degree and what helps them thrive in pursuit of their degree. Past
research finds that engagement of coursework, participating in faculty-mentored research,
studying or traveling abroad, participating in student organizations, participating in volunteer
service, and joining a small community contribute to first-generation college students being
successful in college (Demetriou et al., 2017) but these findings are attributed to undergraduate
students experiences not the experiences of master’s students. The findings of this study are
significant in that they cater to master’s students. The following implications show that first-
generation college students want and need help and they know what they want and need help
with. There is an institutional responsibility to listen to what students want and need, and to work
to meet those needs. In this study, participants stated that they want and need institutions and
institutional agents to:
1. Be open, honest, and upfront about master’s programs (admissions, resources,
program requirements, program costs etc.).
2. Foster high faculty and student engagement.
3. Discuss graduate school to expose students to it and to encourage them to aspire to
higher levels of education.
4. Do not generalize first-generation students by assuming that all students’ experiences
are the same.
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 89
These four actions items reflect institutional responsibilities. They are important because
they are not inferred from the researcher but voiced from students themselves – these are things
they want and need to better experience their journey obtaining a master’s degree. Recall that
transitions involve change, they involve leaving one set of roles, relationships, routines, and
assumptions and establishing new ones, and this process can be challenging and take time
(Schlossberg et al., 1995, Schlossberg, 2011). Findings in this study show how challenging it can
be for students to transition into a graduate program. Students’ ability to anticipate experiences
proved to be difficult, they did not know what to anticipate. They discussed a lot of unanticipated
experiences, which speaks to how much they do not know about graduate education. How do
these students prepare to cope with a big life transition of entering a master’s program when they
have little to no idea of the journey and experiences they are about to embark on? That is where
institutional responsibility comes into play because “as comprehensive master’s providers enroll
growing numbers of first-generation students, ensuring the positive experiences and success of
this group of individuals becomes increasingly imperative” (Portnoi & Kwong, 2011, p. 423).
The following sections provide more detail on how to support students’ transitional experiences
and how to take more ownership of one’s institutional responsibility.
Be open, honest, and upfront. From admission to application information, cost of
program, and resources on campus, participants vocalized needing programs to be more open,
honest, and upfront about things. For example, participants wished programs were open about
how important and what scores were desired on the GRE. For first-generation students providing
as much information and detail about admissions requirements, the actual master’s program, and
resources can help them better understand what to anticipate in a master’s program. Sharing
information with students that do not always have someone to teach them about graduate school
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 90
can mitigate them entering a program with overwhelmingly unanticipated experiences. One
participant revealed not understanding a question on the admissions application about who they
wanted to do research with. The student explained, “I went to the website and it said faculty or
dean something - who am I looking into exactly? Who am I working with? I didn't know who?
Was it everybody on the website or who was I targeting? That was kind of challenging.”
Similarly, the student struggled understanding how to complete required internship/fieldwork
hours because they did not know how to go about securing a position. And yet another student
explained “the hardest part was like how do you pay for grad school? I didn't realize the federal
loan process was so elaborate. I didn't know where the money was coming from. I'm like - I'm
just going to apply, fill out my FAFSA.” This participant had never taken a loan out and did not
know details like what subsidized versus unsubsidized loans were. When asked if she sought
help, like attending workshops the student explained,
No. I did it all [on my own]. At my old wack job, at the front desk I would be on the
computer looking it up like what does this mean, asking people cause I had coworkers
that had master's degrees. Like what is this?
Though the cost of a program may be available online that does not mean that all students digest
and comprehend information the same way. For first-generation students, elaborating on the
costs and how to pay for the program is needed. This validates research by the National Science
Foundation, that students of color tend to pay for doctoral programs out of their own means
because they do not know about funding sources (National Science Foundation, 2017). Another
participant shared,
At all the events, the thing that no one talks about is the cost of the program. I think it
should be acknowledged you know. I wasn't completely blind-sided but kind of. Make it
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 91
known. Talk about it. Say it is expensive, and this is how much it cost and these are the
things you can do to offset those costs. I also did not ever receive an email about
scholarships so I didn't even know I could apply to scholarships. I do now moving
forward.
Many students were resourceful in figuring things out on their own but the question is, should
they have to figure things out on their own? Can institutions help students navigate these things?
The answer is yes. One way to do so, is being cognizant that providing the same information to
all students does not automatically lead to every student’s success. Participants need and want
guidance navigating the unknowns of graduate school, and institutions being open, honest, and
upfront about information could altogether address “unknowns” students enter programs with.
This suggested implication of being open, honest, and upfront about a master’s program sheds
light on how the failure to provide information disproportionately hurts first-generation college
students. Diminishing how much information is unknown or unanticipated can make first-
generation students’ feel more confident about navigating their graduate education.
Foster high faculty and student engagement. Participants appreciated professors seeing
them as more than just students. They cherished professors caring for them beyond the confines
of academics, but personally as well. They encouraged professors to be available through one-
on-one meetings, text messages, and phone calls. One participant suggested making check-ins
mandatory, at least once a semester admitting that otherwise they probably would not have met
with their professors. Overall, students want faculty to engage more frequently, outside the
confines of academia, and in a way, that demonstrates respect, care, and honesty. For
participants, this meant professors being vulnerable, being real, being inspiring, and offering
mentorship explaining,
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 92
If you're gonna be a faculty member in a grad program know that these people are
looking at you like - your goals! You're doing what I potentially want to do, please teach
me. Or please, if I ask you a question about a job or I need help with a cover letter or I
need just some general advice please just tell me like don't make it too hard to access you
for those kinds of reasons. This is why you're here. We get to sit and learn from you and
now we want to use you to mold ourselves and I just feel that faculty should be open to
that with grad students.
Discuss graduate school. Many participants corroborated Ulloa & Herrera’s (2006)
findings that first-generation undergraduates lack exposure to and accurate knowledge about
graduate school and are less aware of opportunities about graduate study. Participants requested
that professors talk about their own graduate education experiences at the master’s and doctoral
level because it is important.
Talk about your experiences as a first-gen student. What was it like for you to go through
a master’s but not only that, also a doctorate degree? Because I never thought about a
doctorate degree until I heard my professors talk about it as a first-gen student and person
of color. And I am like wow - they were able to do it so maybe I can do it too, right?
In this study, when professors discussed graduate school this helped participants feel empowered
and it reminded them that they could persevere through their program and aspire for more.
I really encourage faculty members to talk about their stories. What obstacles did they go
through? How did they get to where they're at today? Who helped them? How they went
about getting help. It really allows us to see that and visualize it for ourselves. It's a very
positive and hopeful message to students.
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 93
It helped participants get exposed to and learn about doctoral programs. They appreciated this
and inferred that professors at their undergraduate institutions could have done more of this, if at
all.
I didn't even know doctorates existed either. Going back to being first-gen you don’t even
know these things exist in the first place, at least for me it didn't exist. I didn't know other
degrees existed until again, I was in grad school. I didn't know EdD's existed - I didn't
know the practical degrees existed until I got to graduate school. They said oh you can do
EdD and I was like - What is that? How do I learn more about it? When I heard people
talk about doctorate degrees I thought PhD, right? They were like no! There's many
things and I was like what? I can do a doctorate degree. It goes back to not knowing
enough. You don't know, what you don't know.
Overall, this study reveals that undergraduate and graduate institutions need to do more to
expose, encourage and support student’s pursuit of graduate school. Students rely on and trust
that their institution and institutional agents will help them.
Do not generalize. Participants asked faculty members to remember how important it is
“for them to understand that even though we are first-gen college students, every one of us, we
all have unique experiences you know and different experiences.” It was important for students,
that faculty and those who comprised their master’s program understand their identity as a first-
generation student but also to not assume that all first-generation students are the same.
Validating this, another participant asked faculty:
To not water down people’s experiences, like to overlook different identities, not just
first-gen but like coming from a community of color. Coming from a low-income family,
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 94
coming from all those different types of things that sometimes professors or faculty speak
from a biased perspective.
Continuing this thread of advice one participant proposed a training for faculty to educate them
on “what first-gen problems are about”,
There could be training for faculty members on what imposter syndrome is or what
stereotype threat is. Actually, tell them, look if you have a population of first-gen
students in your program you better understand these concepts because these are what
grad students are experiencing. Imposter Syndrome does not go away it's just something
first-gen students have to manage their whole entire lives and just you understanding that
and being aware of that will go such a long a way. You'll do more harm if you don't even
know what it is at all.
This recommendation is especially important because of the ambivalence some participants
shared about identifying with the first-generation status as well as how they defined first-
generation status. As master’s programs – its faculty and staff members – continue to learn about
first-generation students and other intersecting identities, not generalizing students’ experiences
will be more prevalent and at the forefront of how they engage with students.
These recommendations are drawn from the voices of students, which is what this study
sought to accomplish and add to the body of literature. Based on their experiences, participants
asked for institutions and institutional agents to make be more explicit in providing information
about navigating graduate school with honesty and openness. They asked for high faculty
engagement. They asked for exposure to graduate education so they can be encouraged to pursue
higher levels of education. Exposure meant professors disclosing their own experiences in
graduate school, especially doctoral programs. They asked programs and institutional agents to
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 95
learn about their status with the cognizance that not all first-generation students’ experiences are
the same. These implications offer insight into the needs of first-generation students and the
areas of improvement for master’s programs (and undergraduate and doctoral educational
programs and institutions).
Concluding Thoughts
Pursuing graduate school is a life transition that includes shifts in life roles, routines,
assumptions and perceptions of oneself (Schlossberg et al., 1995) and it can be difficult and take
time to adapt to change even when elected (Schlossberg, 1981). Given that the “tenor of the
literature surrounding graduate education and the graduate student experience is predominately
negative” (Gardner, 2007, p. 730) this study took a journey to explore first-generation college
students’ experiences with an open-ended agenda. It did not hypothesize that first-generation
students would face challenges pursuing a master’s degree but rather strayed from the prevalent
deficit discourse about these students. What this study found was that first-generation students
pursued graduate education with misguided or misinformed expectations and many unanticipated
experiences. Nonetheless, even with uncertainties of what a master’s program is like and a lot of
unknown information, first-generation students are able to dream of, pursue, and obtain a
master’s degree because of strengths and resources they bring to their experiences. The coping
mechanisms first-generation students used to deal with this big life transition, which we can also
refer to as strengths and resources, included thinking positively, relying on community, and
using help-seeking behaviors. Despite not knowing and understanding how graduate applications
are judged, despite being the first to venture on the journey of graduate school, and despite
research gravitating towards deficit-discourse, first-generations students showed that it is
because they are first-generation students that they were able to successfully navigate their
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 96
graduate school journey. Though participants did not always recognize, acknowledge or state
that their first-generation status did influence their success, the resources and strengths they
spoke of gave credit to their status. Were they not first-generation students, their experiences,
their values, and the strengths instilled in them to cope with graduate school would be different.
This research study sought to explore the transitional experiences of first-generation
college students pursuing a master’s degree in education – it sought to learn about students
anticipated and unanticipated experiences and strengths and resources they leveraged to manage
those experiences. The biggest lesson learned is that first-generation status is not a deficit in
students’ pursuit of graduate school. To conclude, I call on the readers of this research study
(institutions, practitioners, students, and researchers) to reflect on the findings and implications
of this study and accept responsibility to change the narrative about first-generation students and
their experiences pursuing a master’s degree. It is the hope of the researcher that the audience of
this study - whether student, researcher, institution, or practitioner – takeaway that first-
generation college students have strengths that we need to work towards building up and
fostering.

EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 97
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EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 107
Appendix A
Recruitment Flyer

EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 108
Appendix B
Consent Form
University of Southern California
Information Sheet for Research

Exploring the Experiences of First-Generation College Students pursuing Master’s Degrees
You are invited to participate in a research study conducted by Karina Medrano, Educational
Counseling M.Ed. candidate and Dr. Kristan Venegas, PhD at the University of Southern
California, because you are a first-generation college student in a master’s program. Your
participation is voluntary. Please read through this form and ask any questions you might have
before deciding whether or not you want to participate.
PURPOSE OF THE STUDY
This research study aims to understand
• the transition experiences of first-generation college students in master’s programs
• the strengths and assets first-generation college students use to succeed in their master’s
program
This study intends to allow you to use your own voice and tell your own story about your
experiences related to your first-generation identity/status.

PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to participate in a participant led group
interview. Three people will be part of the group interview. Participants of group interviews will
be chosen randomly. Each interview is expected to last about two hours.
• What is going to happen during the interview?
Participant led interviews mean that the researcher will not be directly asking you questions for
you to answer. A sheet with questions will be provided to participants. As a group, participants
choose what order to answer the questions. You will have a conversation about each question
you decide to answer. Although the researcher is not leading the interview, the researcher will be
present during the interview to observe the discussions. The researcher is also present to answer
any questions you may have during the interview process.
• What interview questions will I be asked?
Some examples of questions you will be asked are “What does being first-generation mean to
you?” and “What strategies have you used to overcome challenges you have experienced in
graduate school? The questions will be open-ended, up to your own interpretation and meant for
the researcher to hear your experiences in your own words. You do not have to answer any
questions you do not want to.
• What is going to happen with my interview answers?
The interview will be audio-recorded (with your permission). The audio recordings will be
transcribed by the researcher. The transcriptions will be analyzed to summarize your experiences
and will then be compiled into a final research report.
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 109
• Where are interviews happening?
Interviews will take place on your campus at a designated location outside of the building where
you are pursuing your degree so you feel comfortable sharing your experiences as freely, openly,
and honestly as possible.
PAYMENT/COMPENSATION FOR PARTICIPATION
You will receive a $10 restaurant gift card a thank you for your participation.

CONFIDENTIALITY
Any identifiable information obtained in connection with this study will remain confidential. At
the completion of the study, direct identifiers will be destroyed and the de-identified data may be
used for future research studies. If you do not want your data used in future studies, you should
not participate.
The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research studies
to protect the rights and welfare of research subjects.
PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. You may withdraw your consent at any time and discontinue
participation without penalty.
INVESTIGATOR CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact
Karina Medrano Kristen Venegas
323.316.0159 213.740.0507
kemedran@usc.edu kristenv@usc.edu
IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
independent of the research team, please contact the University Park Institutional Review Board
(UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or
upirb@usc.edu.

SIGNATURE OF RESEARCH PARTICIPANT
I have read the information provided above. I have been given a chance to ask questions. My
questions have been answered to my satisfaction, and I agree to participate in this study. I have
been given a copy of this form.
AUDIO/VIDEO/PHOTOGRAPHS
□ I agree to be audio-recorded.

EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 110
Name of Participant

Signature of Participant Date

SIGNATURE OF INVESTIGATOR

I have explained the research to the participant and answered all their questions. I believe that the
participant understands the information described in this document and freely consents to
participate.

Name of Person Obtaining Consent

Signature of Person Obtaining Consent Date

EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 111
Appendix C
Survey (copy of online Qualtrics survey)

EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 112

EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 113
Appendix D
Interview Protocol
Group Interview Protocol (Researcher Handout)

Date: __________________________

Participant:
_______________________________

Participant:
_______________________________

Participant:
_______________________________

1. Welcome

Instructions: Make sure participants receive copy of their
consent forms.

Researcher: Thank you for participating in this research study.
Today we will spend up to two hours conducting this group
interview. The agenda for today includes introductions, review
of the information sheet, review interview directions, host
interviews and then with a closing. I will answer questions that
come up as we review everything.
Let’s start with introductions:

2. Icebreaker -

Can each person go around and share 1) name & 2) what
interested you in participating in this study?

3. Information Sheet / Consent Form Review
Agenda:
1. Welcome
2. Icebreaker
3. Information Sheet Review
4. Interview directions
5. Interview
6. Closing
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 114
Instructions: Hand out information forms, go through sections
of the consent/info form.

Researcher: This information sheet provides all information
you need to know about the study. We’ll review most sections
and allow time for you to ask questions.

❖ Purpose of the study (read the portion on the consent form)

This research study aims to understand
• the transition experiences of first-generation college
students in master’s programs
• the strengths and assets first-generation college students
use to succeed in their master’s program
This study intends to allow you to use your own voice and tell your
own story about your experiences related to your first-generation
identity/status.

❖ Study procedures
I will be going over certain parts of this section.

Starting with
• What is going to happen during the interview?
Participant led interviews mean that the researcher will not be
directly asking you questions for you to answer. A sheet with
questions will be provided to participants. You will discuss your
answers as a group. Although the researcher is not leading the
interview, the researcher is present to observe the discussion
and to answer any questions you may have during the
interview.
My plan is to allow you to facilitate this interview as a
discussion on your own.
But - be aware - I may interject if necessary.

Now let’s jump to:
• What is going to happen with my interview answers?
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 115
The interview will be audio-recorded (with your permission).
The audio recordings will be transcribed by the researcher and
an outside, third-party company. The transcriptions will be
analyzed to summarize your experiences and will then be
compiled into a final research report.

❖ Compensation
You will receive a $10 restaurant gift card as a thank you for your
participation.

❖ Confidentiality
Any identifiable information obtained relating to this study will
remain confidential. At the completion of the study, direct
identifiers will be destroyed and the de-identified data may be
used for future research studies. If you do not want your data used
in future studies, you should not participate.
The members of the research team and the University of Southern
California’s Human Subjects Protection Program (HSPP) may
access the data.

❖ Participation and Withdrawal
Your participation is voluntary. You may withdraw your consent
at any time and discontinue participation without penalty.

You have the right to choose to no longer participate in this
study at any time.

❖ Contact Information
You have been provided the contact information of the team and
Institutional Review Board (IRB). You can direct questions
about the study to the research team. Complaints, comments,
and/or concerns can be directed to the research team and IRB

Are there any questions about the consent form?
4. Review Protocol
Instructions: Create norms and review timeline.

EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 116

Researcher:
The remaining time will be used for the group interview.
Before we begin would anyone like to suggest norms/rules for the
group discussion?

I ask that you all:
1. Please allow everyone to take a turn to respond to each
question you discuss.
2. Move onto the next question only after you’ve given each
person a chance to answer the question being discussed.
3. If someone wishes to pass, simply say pass.

Now let’s go over the group interview directions: (you can follow
along on your handout):
a. Review all interview questions.
*Interpret the questions how you wish, as a group.
*Questions do not need to be answered in the order they are
presented.
*All interview questions do not need to be answered
(although it is strongly encouraged).
b. Please read out loud/mention the question you wish to
answer before discussing your answers.
c. Discuss your answers/experiences to the questions.
*At any point in the interview, you can skip a question or
decide not to answer it for whatever reason.
Simply say “skip” or “pass.”

You will be given a 10, 5, and 2-minute warning as the interview
reaches its end time.
Remember I am here to answer any questions you may have
during the interview process.

EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 117
Go ahead and start.

Enrollment / Pre-transition
What does being a first-generation college student mean to you?
Participant 1:

Participant 2:

Participant 3:
What made you decide to attend graduate school? Participant 1:

Participant 2:

Participant 3:

What made you decide to pursue a Master's degree (versus a
doctorate degree)?
Participant 1:

Participant 2:

Participant 3:

What made you choose to pursue it now? Participant 1:

Participant 2:

EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 118
Participant 3:

What were some of the challenges, if any, that you
encountered applying to graduate school?
o Do you feel it is connected to your first-
generation status?
Participant 1:

Participant 2:

Participant 3:

What did you anticipate the application process to be like?
o What surprised you about the application
process?
Participant 1:

Participant 2:

Participant 3:

What strategies did you use to overcome challenges applying to
graduate school?
Participant 1:

Participant 2:

Participant 3:

Are there person(s) and/or programs you received support from
applying to graduate school?
Participant 1:

Participant 2:

Participant 3:

Experiences / Transition
What did you anticipate a master's program would be like?
Regarding:
Participant 1:

Participant 2:
EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 119
o Academics
o Time Commitment
o Finances
o Work / Life Balance
o Social Life
o Other

Participant 3:
• How different is what you expected from what you're
going through?
o Academics
o Time Commitment
o Finances
o Work / Life Balance
o Social Life
o Other

Participant 1:

Participant 2:

Participant 3:

• What are/were some of the challenges, if any, you
encountered attending graduate school?
o Academic
o Social/interpersonal
o Financial
o Relationships (friendships, significant others)
o Family
o Emotional
o Other

Participant 1:

Participant 2:

Participant 3:

Support:
• What strategies have you used to overcome challenges
you have experienced attending graduate school?
o Academic challenges
o Social/interpersonal
o Financial
o Relationships (friendships, significant others)
o Family
o Emotional
o Other

Participant 1:

Participant 2:

Participant 3:

What strategies have you used to successfully navigate
graduate attending graduate school?

EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 120

Do you feel those strategies relate to your first-generation status?
Please explain why or why not.
Participant 1:

Participant 2:

Participant 3:

Are there person(s) and/or programs you received support from
attending graduate school?
Participant 1:

Participant 2:

Participant 3:

Do you feel your first-generation status has affected your
experience pursuing a Master’s degree? Please explain why or
why not.
Participant 1:

Participant 2:

Participant 3:

If you had to offer advice to another first-generation student
considering going to graduate school, what advice would you give?
Participant 1:

Participant 2:

Participant 3:

What advice would you give faculty or staff to support first-
generation college students in master’s programs?
Participant 1:

Participant 2:

EXPERIENCES OF FIRST GENERATION MASTER’S STUDENTS 121
Participant 3:

Is there anything else you would like to share with regarding this
study or what you talked about?
Participant 1:

Participant 2:

Participant 3:

In coming weeks, you will receive email(s) from the researcher -
you will be asked to for feedback on the data analysis. So please
keep this in mind.

If you have any questions, comments, or concerns after leaving
this interview please contact me through phone call or email.

This concludes the study. Thank you again for participating in
this study.

Abstract (if available)

Abstract First-generation college students pursuing master’s degrees were examined to learn about their experiences and strengths pursuing their degrees. Through qualitative approaches and Transition Theory this study found that students experiences include not always knowing what to anticipate and not anticipate while applying to master’s programs and while in their master’s programs. Yet, they successfully pursue master’s degrees because of strengths they bring to their experiences. Seven participants discuss their experiences as well as support systems, inner strengths, personal attributes, and strategies they deploy to navigate anticipated and unanticipated experiences. Purposed with reframing how researchers, practitioners, and students view first-generation status, this study challenges deficit discourse about first-generation students. Through phenomenological approaches, students’ voices are used to exemplify strengths in first-generation status. It is because of their status that students describe themselves as resilient, resourceful, and capable of pursuing their master’s degree. Participants offer institutions the following implications to better support their experiences through graduate school: be more open, honest, and upfront about master’s program information (admissions, resources, costs etc.)

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Medrano, Karina Elisa (author)

Core Title Exploring the experiences of first-generation college students pursuing master’s degrees

School Rossier School of Education

Degree Master of Education

Degree Program Educational Counseling

Publication Date 02/16/2018

Defense Date 01/10/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag first-generation,graduate education,master program,OAI-PMH Harvest,strengths,transitions

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Venegas, Kristen Monique (committee chair), Munoz, Mike (committee member), Posselt, Julie Renee (committee member)

Creator Email aalexlopez33@gmail.com,medranokarina7@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-477098

Unique identifier UC11267019

Identifier etd-MedranoKar-6051.pdf (filename),usctheses-c40-477098 (legacy record id)

Legacy Identifier etd-MedranoKar-6051.pdf

Dmrecord 477098

Document Type Thesis

Rights Medrano, Karina Elisa

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA