First-generation college students encounter many hardships when trying to persist throughout their educational journey. They are expected to be successful in navigating their careers, family life, and school – all without anyone else’s experience to reference. When a student is the first in their family to go to college, they are expected to succeed with a lack of understanding the process. This qualitative study explores what assets first-generation students have and apply in their college experience that contribute to their persistence. This research is guided by Dr. Tara Yosso’s Cultural Wealth Model which examines many forms of cultural capital that students adapt from a standpoint. First-generation students must be looked at as holistic individuals. Data was collected through structured interviews with eleven participants in the upper Midwest in the United States. The interview protocol for this study focused on four topics: obstacles, assets, resources and being first-generation. Three themes emerged from these data: determination, support systems, and overcoming challenges. Within support systems, two subthemes emerged and those were college support and networks. Within the theme of overcoming challenges, the subtheme of access emerged. The major findings from this research study are: parents, limited college knowledge, faculty and staff, financial literacy, and difficulty accessing support networks and resources.
","abstract_html":"<p>First-generation college students encounter many hardships when trying to persist throughout their educational journey. They are expected to be successful in navigating their careers, family life, and school – all without anyone else’s experience to reference. When a student is the first in their family to go to college, they are expected to succeed with a lack of understanding the process. This qualitative study explores what assets first-generation students have and apply in their college experience that contribute to their persistence. This research is guided by Dr. Tara Yosso’s Cultural Wealth Model which examines many forms of cultural capital that students adapt from a standpoint. First-generation students must be looked at as holistic individuals. Data was collected through structured interviews with eleven participants in the upper Midwest in the United States. The interview protocol for this study focused on four topics: obstacles, assets, resources and being first-generation. Three themes emerged from these data: determination, support systems, and overcoming challenges. Within support systems, two subthemes emerged and those were college support and networks. Within the theme of overcoming challenges, the subtheme of access emerged. The major findings from this research study are: parents, limited college knowledge, faculty and staff, financial literacy, and difficulty accessing support networks and resources.</p>","abstract_has_math":false,"creators":["Tarbuk Migic, Milana"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Higher Education Leadership","degree_department":null,"school":null,"contributors":["Dr. Jaclyn Rivard","Dr. Brian Hamluk","Dr. Danielle Lemmerman"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-06-01T07:00:00Z","date_published":"2024-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:20Z","subjects":["first generation","assets","obstacles","college","persistence","resources","Adult and Continuing Education","Community College Leadership","Higher Education","Other Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/832","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Jaclyn Rivard","Dr. Brian Hamluk","Dr. Danielle Lemmerman"]},{"key":"dc:creator","label":"Author","values":["Tarbuk Migic, Milana"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-06-12T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Higher Education Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["first generation","assets","obstacles","college","persistence","resources","Adult and Continuing Education","Community College Leadership","Higher Education","Other Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/832"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["First-generation college students encounter many hardships when trying to persist throughout their educational journey. They are expected to be successful in navigating their careers, family life, and school – all without anyone else’s experience to reference. When a student is the first in their family to go to college, they are expected to succeed with a lack of understanding the process. This qualitative study explores what assets first-generation students have and apply in their college experience that contribute to their persistence. This research is guided by Dr. Tara Yosso’s Cultural Wealth Model which examines many forms of cultural capital that students adapt from a standpoint. First-generation students must be looked at as holistic individuals. Data was collected through structured interviews with eleven participants in the upper Midwest in the United States. The interview protocol for this study focused on four topics: obstacles, assets, resources and being first-generation. Three themes emerged from these data: determination, support systems, and overcoming challenges. Within support systems, two subthemes emerged and those were college support and networks. Within the theme of overcoming challenges, the subtheme of access emerged. The major findings from this research study are: parents, limited college knowledge, faculty and staff, financial literacy, and difficulty accessing support networks and resources.
"]},{"key":"dc:title","label":"Title","values":["First In My Family: Overcoming Obstacles And Utilizing Resources To Successfully Complete The Educational Journey"]}]}],"canonical_facts":{"dc:contributor":["Dr. Jaclyn Rivard","Dr. Brian Hamluk","Dr. Danielle Lemmerman"],"dc:creator":["Tarbuk Migic, Milana"],"dc:date.available":["2024-06-12T07:00:00Z"],"dc:description.abstract":["First-generation college students encounter many hardships when trying to persist throughout their educational journey. They are expected to be successful in navigating their careers, family life, and school – all without anyone else’s experience to reference. When a student is the first in their family to go to college, they are expected to succeed with a lack of understanding the process. This qualitative study explores what assets first-generation students have and apply in their college experience that contribute to their persistence. This research is guided by Dr. Tara Yosso’s Cultural Wealth Model which examines many forms of cultural capital that students adapt from a standpoint. First-generation students must be looked at as holistic individuals. Data was collected through structured interviews with eleven participants in the upper Midwest in the United States. The interview protocol for this study focused on four topics: obstacles, assets, resources and being first-generation. Three themes emerged from these data: determination, support systems, and overcoming challenges. Within support systems, two subthemes emerged and those were college support and networks. Within the theme of overcoming challenges, the subtheme of access emerged. The major findings from this research study are: parents, limited college knowledge, faculty and staff, financial literacy, and difficulty accessing support networks and resources.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/832"],"dc:subject":["first generation","assets","obstacles","college","persistence","resources","Adult and Continuing Education","Community College Leadership","Higher Education","Other Education"],"dc:title":["First In My Family: Overcoming Obstacles And Utilizing Resources To Successfully Complete The Educational Journey"],"thesis:degree_discipline":["Higher Education Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:20Z"}