Managing Intersectional Invisibility and Hypervisibility During the Transition to College Among First-Generation Women of Color

Abstract

In the current study, we examined the transition to college for first-generation women of color. Previous studies of first-year college experiences among groups with minoritized statuses have primarily focused on first-generation students or students of color separately, with little consideration of women within these groups generally, and first-generation women of color specifically. Drawing from work in Black feminist scholarship, we explored the transition to college from the perspective of first-generation women of color college students, examining the resources, strengths, and challenges experienced during this transition. Fourteen self-identified first-generation women of color students participated in semi-structured interviews. Respondents were asked a series of open-ended questions about their first-year college experiences, including family dynamics, social support, and mental health. Using thematic analysis, we identified five major themes—Identity, Imposter Phenomenon, Mixed Formal Support, Complicated Family Support, and Friendship, Social, and Emotional Support. Our findings suggest that first-generation women of color college students encounter unique challenges that warrant further investigation. Furthermore, we recommend structural programming (e.g., diversity initiatives), university policies (e.g., need-blind admissions), and increased faculty and staff diversity as strategies that will benefit all students and provide support for first-generation women of color college students.

Resisting invisibility: Women of color activists revealing the dynamics in identity centers and student organizations.

“…Furthermore, first-generation college student identity can be salient for Women of Color who navigate campuses alongside other identities. This experience can be heightened at more selective institutions, as they navigate environments that feel exclusive and force them to adjust behavior (Matos, 2015; Orbe, 2004; Williams et al, 2022), and where they have not always been prepared to succeed academically (Jackson et al, 2022). This can be particularly challenging for Women of Color as they are “hypervisible” in predominantly White spaces (Jackson et al, 2022), and across ethnic and racial identities contend with racially gendered stereotyping where they might be viewed through a deficit lens or as a model minority.…”

“…This experience can be heightened at more selective institutions, as they navigate environments that feel exclusive and force them to adjust behavior (Matos, 2015; Orbe, 2004; Williams et al, 2022), and where they have not always been prepared to succeed academically (Jackson et al, 2022). This can be particularly challenging for Women of Color as they are “hypervisible” in predominantly White spaces (Jackson et al, 2022), and across ethnic and racial identities contend with racially gendered stereotyping where they might be viewed through a deficit lens or as a model minority. As a result, they rely on sources of support outside of the institution (Matos, 2015); such as through the funds of knowledge they have gained from family (Vaccaro et al, 2019), or through developing relationships or counterspaces that allow for authenticity (Williams et al, 2022).…”

“…As a result, they rely on sources of support outside of the institution (Matos, 2015); such as through the funds of knowledge they have gained from family (Vaccaro et al, 2019), or through developing relationships or counterspaces that allow for authenticity (Williams et al, 2022). Being first-generation can also exist alongside a socioeconomic class status where Women of Color who possess lower income are denied the financial privileges other students possess when attending college, thus significantly impacting their belonging, finances, and academic success (Gaxiola Serrano, 2017; Jackson et al, 2022; Storlie et al, 2016). Furthermore, they can develop a class identity, in which they are continuously reminded of how their class shapes their experience (Jackson et al, 2022).…”

A Resistance Framework for Racially Minoritized Youth Behaviors During the Transition to Adulthood

“…Youth who may be first‐generation college students, who are disproportionately minoritized youth (Jenkins et al., 2013), may face not knowing how to navigate these new systems. Without guidance from others with college experience amidst navigating predominantly White spaces that may be riddled with microaggressions (Ogunyemi et al., 2020), racially minoritized youth may repeatedly encounter uncertainty, frustration, or a sense of disconnection (Hussain & Jones, 2021; Jackson et al., 2022). Others may not see a way out of their neighborhood and feel trapped to stay in the familiar environment they grew up in despite their desire for upward mobility.…”

“…Transitional decisions require the guidance of supportive adults, but also the resources of those adults to shape these trajectories as they make decisions on these pathways to independence that impact their transition to adulthood (Martel, 2021). Additionally, some lack a sense of belonging on college campuses (Hussain & Jones, 2021; Jackson et al., 2022) or in the workplace (Pitcan et al., 2018) due to discrimination. Some racially minoritized youth may feel especially lost or overwhelmed by their current situation or impending future situation at 18 (i.e., age they are no longer considered a minor in most states) due to the tension between disparate opportunities or available options and desires resulting from institutional racism experienced as they completed their primary education and the impending ways they must navigate race and racism.…”