Abstract
ABSTRACTThe current study aims to explore college adjustment and information experiences of first‐generation college students in coursework and extracurricular learning contexts. Information World Mapping visual‐elicitation interviews were conducted with 25 first‐generation college students from two elite universities in one university system. We found that while first‐generation college students tend to feel fallen behind, and be somewhat remote from professors and peers, they make use of all resorts to thrive in both coursework and extracurricular learning experiences. Most of their personal‐meaningful coursework experiences are academic group work; their extracurricular learning experiences are career‐oriented. Implications were discussed based on the findings.
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