Unmasking First-Generation Graduate Students’ Strengths: An Exploratory Literature Review

Authors

Hannah K. Walker, University of Central ArkansasFollow
Latosha R. Hays, University of Central ArkansasFollow
Trey Massingill, University of Central ArkansasFollow
Akaari L. Gallagher, University of Central ArkansasFollow
Evan W. Faidley, University of Central ArkansasFollow

Author Biography

Hannah K. Walker (she/her) is a first-generation graduate student at the University of Central Arkansas in the College Student Personnel Administration master’s program. Ms. Walker completed her Bachelor of Public Administration program with a minor in English while simultaneously engaged in a variety of student leadership roles. Ms. Walker’s research interest revolves around college students’ sense of belonging by means of campus involvement, ranging from recruitment to in-club or organizational relationships.

Tosha R. Hays (she/her) is a full-time student affairs professional pursuing a master’s degree in College Student Personnel Administration at the University of Central Arkansas. Mrs. Hays completed her Bachelor of Science degree in Health Education with an emphasis in community and public health promotion from the University of Arkansas in Little Rock.

Trey Massingill (he/him) is a first-generation graduate student currently pursuing a master's degree in College Student Personnel Administration at the University of Central Arkansas. He holds a full-time position in student activities. Mr. Massingill completed his Bachelor of Science degree in Computer Science at the University of Central Arkansas. His research interests include first-generation identity and the related concept of cultural capital.

Akaari L. Gallagher (she/her) is a first-generation graduate student pursuing a master's degree in College Student Personnel Administration at the University of Central Arkansas. She holds a graduate assistantship as a Residence Coordinator. Ms.Gallagher completed her Bachelor of Science in Business Administration with a minor in sports management at Oklahoma State University.

Evan W. Faidley, Ph.D. (he/him) is an Assistant Professor in the College Student Personnel Administration master’s program and Change Leadership doctoral program at the University of Central Arkansas. Dr. Faidley started his first-generation student journey at The University of Akron (Akron, Ohio) earning his bachelor’s degree in French, followed by being the first post-baccalaureate holder with two master’s degrees (French literature and higher education/student affairs) and a doctoral degree (higher education administration) from Kent State University (Kent, Ohio). His scholarly pursuits emphasize career development, college student identity development, and the internationalization of higher education.

Abstract

First-generation graduate students encounter unique challenges in higher education, navigating systemic barriers and the hidden curriculum of graduate studies. These students rely on their strengths, such as resilience, adaptability, and cultural capital, to overcome inequitable access to resources and feelings of marginalization. This exploratory literature review examines the intersectionality of identities among first-generation graduate students and their implications for navigating academic and social barriers. The authors highlight research and practices that foster a sense of belonging and cultivate community support for the sake of deconstructing the hidden curriculum. Recommendations for policy, policy, and theorical application are provided for administrators and faculty to better advocate and plan for opportunities that maximize first-generation graduate students’ potential while reshaping the world of graduate studies.