A Comprehensive Framework of Parents’ Support and Expectations of First-Generation Students in a Chilean Higher Education Context

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Cultivating Community Across Geographic Locales to Support Inclusivity in Higher Education (Table 7)

Abstract

Traditional approaches to first-generation students (FGS) have focused on describing the hindrances they experience during their undergraduate trajectories, defying their persistence. This qualitative study explores the experiences of FGS parents; specifically, the characteristics of their support and expectations toward FGS . Semi-structured individual interviews were conducted with 25 FGS parents from diverse Chilean universities. The data collected were analyzed through an inductive process, which included describing, classifying, and interpreting data into categories and themes. The results show that the motivation of families lies in the symbolism that they ascribe to higher education, deploying various modes of family support and resources to ensure that students complete their studies and attain a degree.

Authors

• Andrea Flanagan-Borquez, Universidad de Valparaiso

• Gabriel Soriano Soriano, Universidad Autonoma de Chile