Publication Date

Spring 2026

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

Advisor

Liliana Castrellon; Veneice Guillory-Lacy; Belinda Otukolo Saltiban

Abstract

This qualitative study focused on understanding the experiences of first-generation women of color at a California public four-year institution and how their intersecting identities shape their academic experiences and overall well-being. Women of Color Feminist (Crenshaw, 1991), and intersectionality frameworks guided this study. Semi-structured interviews were used to collect data, and thematic analysis was used to identify patterns in participants’ experiences. Findings revealed three central themes, collective orientation and familial expectations, faculty interactions and sense of belonging, and institutional resources and access. Participants described navigating higher education while balancing family responsibilities, financial pressures, and academic demands. Although they demonstrated resilience and a strong sense of purpose rooted in family and collective advancement, participants also experienced barriers related to institutional practices and limited culturally responsive support. The study highlights the need for higher education institutions to adopt more equitable and culturally responsive practices that better support the holistic experiences of first-generation women of color.

Download

Share

COinS