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First-generation, low-income (FLI) college students of Color are less likely to complete a college degree compared to their more advantaged peers, yet little is known about the classroom and cocurricular experiences that support their achievement. Using an anti-deficit achievement framework to situate this narrative inquiry, I conducted semi-structured interviews with successful FLI college students of Color and recent graduates to understand how interactions with faculty influenced students’ success and graduation. My analysis establishes a need for additional faculty professional development around supporting marginalized students and contributes to our understanding of best practices to bolster FLI college students of Color success.

Using Narrative Inquiry to Understand Faculty Supporting First-Generation, Low-Income College Students of Color