A Narrative Inquiry Regarding the Influence of University Leadership on the Success of First-Generation College Students With Financial Need

First-generation college students experience unique challenges related to their journey in higher education. These challenges include a lack of knowledge of college resources, adapting to college expectations, and integration into college social systems. Additionally, when factoring in the financial challenges that present at a higher rate with first-generation college students, this population is faced with significant barriers that limit their ability to be successful in college without the support of leadership to help them be successful. Leadership influences the success of students in college through the development of strategic initiatives, programs, and services that address the needs of their students. This study addressed the experiences of successful first-generation college students who have demonstrated financial need and how they feel university leaders supported them in their collegiate journey to be successful. Success was defined by the ongoing retention and graduation of first-generation students with demonstrated financial need. Nine participants were identified in the study following a preselection survey confirming eligibility to participate. Using a narrative inquiry, nine participants shared their stories regarding their experiences at their higher education institution. Participants were interviewed in a semistructured format focused on allowing students to freely share their experiences related to their transition to college, academic adjustment, and social integration into college. Interviews were completed in 45-minute recorded Zoom sessions. The findings indicated that first-generation college students with demonstrated financial need were successful in accomplishing their higher education goals due to the support received in addressing financial concerns and being informed of resources that exist to support their transition. Additionally, support from faculty and staff helped them to adjust to academic expectations. Furthermore, the findings supported that peer relationships and participation in organizations and programs contributed to the success of first-generation college students with demonstrated financial need. The study underscored the importance of institutions investing in programs that inform students of necessary resources and funding opportunities to support the rising cost of education. The findings also call for higher education institutions to be intentional in developing peer and faculty/staff mentoring programs and in supporting programs that connect students to their peers, including support to student organizations. Keywords: first-generation, higher education leaders, demonstrated financial need, student success, transition to college, academic adjustment, social integration