Examining first-generation college students' pathways to international education at an Ivy League university

Abstract

This study examined the experiences of first-generation college students at an Ivy League institution in their pursuit of international education. Semi-structured interviews were conducted with eight first-generation college students at an Ivy League university in New England. Narrative Inquiry was the methodology used to analyze the transcripts and identify themes. Three major findings emerged: first-generation college students faced challenges associated with their experience in international education, participation in international education provided important practical, professional, emotional, and social skills that benefit participants in their post-College lives, and finances impacted first-generation college students in planning for, and while, studying abroad. These findings support cultural and social capital theories developed by Bourdieu and Coleman, as well as the extant literature on first-generation college students and international education. The findings also suggest opportunities for institutions to develop targeted promotion and advising specific to first-generation college students earlier in their college experience, improve marketing strategies regarding the benefits and skills gained from international education to be utilized for recruitment, and provide additional resources around financial assistance and pre-departure orientations. Keywords: first-generation college students, international education, cultural and social capital --Author's abstract