Narrative Inquiry Into the Funds of Knowledge of First-Generation College Students in Teacher Education

• In Event: Roundtable Session 52
  In Roundtable Session: Living Research and Teaching Narratives

Abstract

This study documents the life stories of eight First Generation College (FGC) students and alumni in education. Using narrative inquiry as our methodology, we the researchers sought to better understand the lived experiences, struggles and triumphs shared through the stories of three postgraduates and five current students in teacher education. With this approach, we aimed to explore what it means to be a FGC student in teacher education. FGC student narratives serve as windows of understanding into their lives—bringing to the surface evidence of their funds of knowledge and what makes them successful teacher candidates and in-service teachers. The compelling stories that these FGC students/alumni tell and retell have profound implications for higher education, and more specifically, teacher education.

Authors

• Amanda Morales, Kansas State University

• Jeong-Hee Kim, Texas Tech University

• Sandra Avalos, Kansas State University