Published In
Affilia
Document Type
Post-Print
Publication Date
11-13-2021
Subjects
First-generation college students, Social Work education, Pedagogy
Abstract
Family support is a critical part of college student retention. Given the strength of parental educational attainment in predicting access and persistence among college students (Choy, 2001), some have questioned the capacity for families to support first-generation college students. Family support may be especially critical for first-generation college students, who value interdependence more highly than continuing generation students (Stephens et al., 2012). This paper centers the perspectives of first-generation students in a school of social work and their experiences of family support. Focus group conversations were analyzed using the Listening Guide/Voice-centered relational data analysis (Brown & Gilligan, 1992). My interpretations were also guided by Black Feminist Thought (Crenshaw, 2000; Hill Collins, 1990) and Post-Modern Feminism (Campbell & Wasco, 2000), offering an intersectional, relationally-focused analysis of the nuances of family support. Findings highlight students’ perceptions of family support, and the role that cultural expectations related to gender, race, and class play in shaping contradictory messages of family support. I offer implications for educators in schools of social work, including troubling narratives of social mobility, as part of the larger project of enhancing social justice in academia (Saulnier & Swigonski, 2006).
Rights
Copyright © 2021 by SAGE Publications
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Locate the Document
DOI
10.1177/08861099211054103
Persistent Identifier
https://archives.pdx.edu/ds/psu/36783
Citation Details
Published as: Mosier, M. (2021). “We Support You … to an Extent”: Identities, Intersections, and Family Support Among First-Generation Students in a School of Social Work. Affilia, 088610992110541. https://doi.org/10.1177/08861099211054103
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Social Work Commons
Description
This is the author’s version of a work that was accepted for publication in Affilia. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published.