"First-Generation African American College Graduates’ Interpretations o" by Shermanda Bellsora Whitfield

Date of Conferral

1-17-2025

Degree

Doctor of Human Services (D.H.S.)

School

Human Services

Advisor

Kelly Chermack

Abstract

The number of first-generation African American graduates of postsecondary institutions has grown, as many individuals perceive degree completion as a way to overcome socioeconomic barriers. The problem was that some first-generation African American college graduates face economic challenges postgraduation, living at or below the poverty level. It was unclear how this condition affected their quality of life. The purpose of this generic qualitative study was to understand how African American first-generation college graduates interpreted and made meaning of their experiences related to their financial status and personal well-being. Bronfenbrenner’s ecological systems was the theoretical framework. Data were collected through semi-structured interviews with nine participants, then coded for emergent themes using the process established by Braun and Clarke. Eight themes emerged: working multiple jobs, continuing education for debt relief post-degree, unstable finances post-degree, post-degree outlook on family systems, poverty while growing up, experience of poverty while in college, lack of familial support and housing crisis. This study is significant because it contributes to the increasing body of knowledge about first-generation African American college students who graduate yet remain impoverished. This research has the potential to contribute to social change by educating experts and practitioners such as career counselors, legislators, and financial aid specialists on how to influence conversations around financial assistance for students. These communications may carry significant implications for wider initiatives aimed at addressing the pay disparity faced by African Americans who have experienced poverty in their upbringing.

Download

Share

 
COinS