A Case Study of First-Generation Students' Scholarly Identity Development

Ramón García, Resident Information Literacy Librarian & Assistant Professor, University of Northern Colorado
Darren Ilett, Assistant Professor & Information Literacy Librarian, University of Northern Colorado 
 

The following proposal revolves around two central research questions: How do first-generation students experience becoming a scholar; and, How can librarians use what we learn from students’ experiences becoming scholars to inform library support? The presentation’s authors serve as liaison librarians to the University of Northern Colorado’s (UNC) Robert E. McNair Scholars Program. The authors support the program in several capacities: serving as embedded librarians, holding office hours, and attending McNair social events. This qualitative study was undertaken with the hopes of determining strategies for improving the existing collaboration between the McNair Program and UNC’s library. With its focus on first-generation, low-income, and underserved students this project aligns most closely with the Reseach Forum’s theme of equity, diversity, and inclusion. In the United States, the most common definition of first-generation students is someone whose parents did not complete a four-year college degree. The McNair Program is meant to serve as a form of support for first-generation students seeking graduate level degrees. Through the program, students design and complete an original research project with a faculty mentor and receive support in applying for and navigating graduate school. This qualitative case study was carried out using the following methodology. Participants from the McNair Program volunteered for two interviews, one at the beginning of the program and one towards the end of the program. Due to COVID-19, the interviews were held through Zoom. Participants were asked a number of different questions from a loose interview guide focused on students’ scholarly identity and how that identity may have changed over the course of their participation in the McNair Program. The interviews were then transcribed and imported into NVivo software for thematic analysis. Class observations and assignments were also used for data triangulation. Because of this, the project has amassed a significant amount of data. After coding data, several aspects have stood out from the findings. These findings were categorized into the following themes: barriers, strengths, and support. Participants mentioned barriers ranging from experiencing discrimination and identity-based oppression to a lack of guidance in the scholarly process from faculty and family. Yet, participants also reflected on the benefits of being a part of a scholarly community, connecting their marginalized identities with their emerging identities as scholars, and pursuing research on social justice topics impacting their communities. Lastly, participants identified UNC faculty, McNair Program staff, fellow students, and the library as sources of support. Several implications have begun to arise from a preliminary analysis of the data. Students’ responses to library support were generally positive, but the authors are still pondering how to best address barriers identified within the McNair Program itself as well as with faculty. Should the library serve as source of best practices for faculty and staff working with first-generation scholars? How should authors address the systemic McNair Program issues students shared? These are samples of the type of questions the authors are hoping to begin answering with the help of the Concordia’s Research Forum.

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