Strangers in the Academy: The Lived Experiences of First-Generation Students in Ghanaian Higher Education

This phenomenological study explored the lived experiences of 26 first-generation students at a Ghanaian public university by examining their academic and social challenges and persistence strategies. Drawing on Bourdieu’s capital theory, Bronfenbrenner’s ecological systems theory, Tinto’s integration model, and Yosso’s community cultural wealth framework, thematic analysis of interviews and focus groups revealed six themes: participants drew on personal agency, peer solidarity, faith, and family motivation to navigate the structural barriers. The findings have actionable implications for orientation programs, peer mentoring, and equity policies in Ghanaian and Sub-Saharan African higher education.