Abstract
First-generation and low-income (FGLI) students often encounter challenges during their transition into higher education, including limited access to institutional knowledge, social networks, and financial resources. While many colleges and universities offer targeted programs to support FGLI populations, not all eligible students enroll in or engage with these initiatives. This qualitative phenomenological study explores the lived experiences of first-year, nonprogrammatic FGLI students who are not actively participating in formal support programs to better understand how they navigate the transition to college. Through in-depth interviews, the study investigated the types of support these students seek independently, the institutional and social barriers they face, and their perceptions of belonging and access. Findings aim to inform more inclusive and accessible support structures that address the needs of FGLI students beyond program enrollment.
Biography
Joshua Burns (he/him/his) is a Program Coordinator for Student Leadership Development in the Department of Student Leadership at Kennesaw State University. His research interests include first-generation student experiences, first-year experience, and transition in higher education. He is passionate about serving underrepresented student populations and facilitating student leadership development.
Recommended Citation
Burns, J. (2025). Caring More for Our First-Year, First-Generation and Low-Income Students: Perceptions of Barriers and Transitional Success. Journal of Access, Retention, and Inclusion in Higher Education, 8(1). Retrieved from https://digitalcommons.wcupa.edu/jarihe/vol8/iss1/9