Black First-Generation College Students Visualizing Thriving at Historically White Institutions

• In Event: Identity, Liberation and Counternarrativity Across Educative Spaces

Abstract

This paper presents data from a study on Black first-generation college students’ experiences and sense of belonging at historically White institutions. The paper examines the students’ visual counterstories that describe the strategies and support systems that contribute to their educational thriving at their institution. Students shared visual counterstories highlighting their educational determination, personal resilience, and campus engagement as important strategies that supported their ability to thrive at the university. Additionally, students’ visual counterstories described institutional support systems that contributed to their thriving such as faculty and staff mentors, culturally relevant programming, diversity related courses, and adequate financial support to fund their schooling.

Author

• Quaylan Allen, Chapman University