PhD first-generation and continuing generation students’ academic experience and strengths.

Autor/inn/en	Bahack, Hana; Addi-Raccah, Audrey
Titel	PhD first-generation and continuing generation students’ academic experience and strengths.
Quelle	In: Higher education, (2022) 4, S.909-925Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-021-00806-4
Schlagwörter	First-generation students; Doctoral students; Anti-deficit approach; Non-cognitive skills; Cultural capital
Abstract	Abstract This study identifies the factors that help doctoral students cope with difficulties in their studies, based on social reproduction theory and the anti-deficit approach. A thematic analysis of 23 semi-structured interviews of doctoral students at six universities revealed that first-generation and continuing generation doctoral students had to overcome challenges, and each group represented unique experiences. Continuing generation students reported facing emotional difficulties, and relied on parents’ support and cultural capital. First-generation doctoral students described their academic path as an obstacle course, including academic and economic barriers and cultural difficulties, as well as culture shock, otherness, and ambivalent reactions from their families. This group mainly relied on personal resources as aspirational capital and grit. We argue that personal resources may play a significant role in social mobility of disadvantaged groups. Greater awareness to non-cognitive resources and in-program holistic support including social and psychological support may contribute to higher education equitable opportunities.
Erfasst von	OLC
Update	2023/2/05