An exploration of first-generation college students' experiences of classism, belonging, and academic resilience

Though understanding of first-generation college students’(FGCS) unique experiences has grown, quantitative research has historically neglected the structural barriers FGCS navigate, as well as the knowledge and skills (i.e., cultural wealth) they use to succeed despite these barriers. To address this gap in the literature, in the current study I used the Community Cultural Wealth Model (CCWM; Garriott, 2020), a strengths-based, population-specific model, to examine relationships among the following constructs – financial hardship (e.g., financial stress, class-based marginalization) campus cultural fit, academic capital, and academic resilience – and their cumulative effect on well-being and intention to persist in a sample (N = 395) of first-generation college students. Results of the partially latent structural regression model supported several propositions of the CCWM. Financial hardship demonstrated negative, direct effects on academic resilience, campus cultural fit, intentions to persist and well-being. There was no significant direct effect of financial hardship on academic capital. As predicted, the three mediator variables (academic resilience, campus cultural fit, and academic capital) all had a positive direct effect on both outcome variables (well-being, intentions to persist). Additionally, four of the six hypothesized indirect effects were supported. Financial hardship had negative indirect effects on both intentions to persist and well-being through two of the three mediator variables (campus cultural fit, academic resilience). Comparison to an alternative model – Lent’s (2004) normative model of well-being – provided further supported of the CCWM in its use with first-generation college students. Implications for research and practice are discussed, as well as recommended points of intervention within higher education to further promote the success and well-being of FGCS.

Name thesis:degree_name

Ph.D. (Doctor of Philosophy)

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Counseling Psychology (UMKC)

Grantor

University of Missouri--Kansas City

Year dc:date.issued

2025

Author dc:creator

• Flynn, Mia

Advisor dc:contributor.advisor

• Berkel, LaVerne A.

Language dc:language.iso

en_US

Handle dc:identifier.uri

https://hdl.handle.net/10355/110179

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/110179