In-Between Spaces: First-Generation College Immigrant Experiences

It is human nature to seek a sense of belonging, acceptance, and community. College students also share this desire for connection in higher education, but some face more barriers and challenges. This study examined the experiences of first-generation college students who are also immigrants. The goal was to understand how to best support students in college, including through academic advising, at a four-year research university in the Pacific Northwest. To gain insight into the students' experiences, I interviewed participants using narrative qualitative methods guided by the framework of sense of belonging and analyzed the data utilizing Bronfenbrenner's Ecological Model. The major themes emerging from the research included the challenge of labeling and categorizing students into a singular label, as well as immigrant experiences with belonging and the pursuit of the American Dream. The results showed that first-generation college and immigrant students encounter both visible and hidden factors that challenge their sense of belonging within their communities and influence their experiences, including those in higher education. As a result, universities must consider all these challenges and opportunities for first-generation college students who are immigrants to validate their lived experiences, foster their sense of belonging on campus, and support their pursuit of a college degree. In short, the more students feel they belong, the more likely they are to succeed and ultimately graduate.