Developing the research identities and aspirations of first‐generation college students

Abstract

PurposeUndergraduate research experiences are associated with higher post‐baccalaureate enrolment rates for first‐generation students, but scholars have yet to develop explanations for why this is the case. This paper aims to examine the experience of first‐generation undergraduate students.Design/methodology/approachUsing case study methodology informed by grounded theory analytic methods, the authors qualitatively examine the experience of undergraduate research for ten first‐generation undergraduate students in the Ronald E. McNair Post‐baccalaureate Achievement Program, a faculty diversity programme funded by the US federal government located on almost 200 colleges and universities.FindingsStudents describe a recursive growth process that involved the acquisition of concrete skills, support from a cohort of their peers, mentoring relationships, and positive external recognition. By socialising them to forms of social and cultural capital that are valued in the academy, the programme cultivates the research identities and aspirations of participants. Students themselves develop a secondary habitus as well as a desire to challenge prevailing scholarly norms through their research aims and topics. Findings help refine Bourdieu's theory of reproduction in education and society for the context of American graduate education, for as students come to see themselves differently, they also see their futures differently and enrol in graduate education at higher rates than the national average.Originality/valueThis research is the first to examine how first generation students uniquely benefit from undergraduate research experiences.

The Sociology of College Students’ Identity Formation

“…As Posselt and Black (2012) demonstrate, these ongoing interactions may contribute significantly to the formation of a professional identity among studentsparticularly first-generation college students. With the awareness that all of our interactions serve as the foundation for the production and reproduction of identities, faculty and staff might be less cavalier and more sympathetic to students.…”

“…As a specific example, consider the importance of student-faculty research collaborations. As Posselt and Black (2012) demonstrate, these ongoing interactions may contribute significantly to the formation of a professional identity among studentsparticularly first-generation college students. Faculty interactions in the classroom, during office hours, at extracurricular events as well as staff interactions with students in administrative offices and service centers are similarly poised to be potential occasions of college students' identity formation.…”

Graduate school preparation from the Ronald E. McNair Postbaccalaureate Achievement Program: A systematic review

“…Students also felt more prepared for graduate school and this was mostly related to their research experiences. Thanks to MSPs, these students believed they had improved research and presenting skills (Fifolt et al, 2014;Gittens, 2014;Posselt & Black, 2012), which made them feel more competent in completing graduate school research (Gittens, 2014). The MSP assisted students in attaining a Ph.D. because they had a better understanding of the process thanks to the program requirements (Gittens, 2014).…”

“…Non-academic benefits included anything not directly measured by graduate enrollment, persistence, or completion. These included concepts such as social integration-"the means by which a student joins a community and identifies with its values and norms" (Gittens, 2014, p. 365), self-efficacy (MacPhee et al, 2013, and research identities (Posselt & Black, 2012). These ideas appeared to be by-products of the educational experiences.…”

“…Through the lens of social integration, Gittens (2014) found that MSPs provided a community and source of support that students could utilize from undergraduate times throughout their graduate school journey (Bancroft et al, 2016;Gittens, 2014). Students could find encouragement and beneficial interactions from their peers (Posselt & Black, 2012). Students and faculty mentors mentioned how the mentoring relationship was positive (Fifolt et al, 2014).…”