College Readiness and First-Generation College Goers: Group Impacts with Students from an Urban, Predominantly African-American Population

Abstract

Researchers examined the experiences of two college preparatory groups with youth of color who are first-generation college-goers in an urban educational setting. An interpretive phenomenological framework was used to explore and identify participants’ experiences of the intervention. The youth noted appreciation of the group format as a means for promoting enjoyment and personal self-disclosure. Self-disclosure promoted peer connection in regard to universal experiences which, in turn, deepened supportive relationships and college-going knowledge and skills.