Understanding the classroom experiences of black first-generation college students using the strengths perspective: a student and instructor view

Black first-generation college students (FGCS) often encounter challenges in the collegiate classroom due to implicit racism, academic unpreparedness, and cultural shifts. My study explores how strengths philosophy, a social work framework that leverages inherent strengths to encourage agency and change, can enhance the self-efficacy of Black FGCS. Self-efficacy, the belief in one's ability to achieve specific goals, is critical to academic success. This research examines whether strengths philosophy practices are present in the college classrooms of Black FGCS and whether instructors intentionally or unintentionally employ these practices. By analyzing the experiences of both students and instructors, my study aims to empower Black FGCS, ultimately contributing to their academic success. The findings can transform college classrooms into environments that nurture the strengths and abilities of Black FGCS, fostering their self-efficacy and increasing their chances of success. This research is a vital step in addressing educational disparities and breaking the cycle of poverty that has historically affected Black communities.