Date of Award

5-2026

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership

Department

Educational Leadership

First Reader/Committee Chair

Dr. Becky Sumbera

Abstract

First-generation college students often enter higher education while confronting significant systemic inequalities that limit their academic preparedness, confidence, and sense of belonging. These challenges deeply intertwined and often overlooked intensify gaps, the complexity of their college process, and underscore the urgent need for support structures that nurture both cognitive development and socio-emotional well-being. This qualitative, exploratory, phenomenological study examines the lived experiences of ten first-generation college students enrolled across California State Universities (CSU), focusing on how access and equity initiatives shape their academic journeys.  Student Support Programs such as the Educational Opportunity Program (EOP), TRIO Student Support Services (SSS), and similar campus-based resources serve as critical links, offering guidance that extends far beyond academics.

Grounded in Maslow’s Hierarchy of Needs, this research explores how these programs help students meet essential psychological and academic needs, enabling them to pursue their goals with greater stability and purpose. Complementing this lens, Yosso’s Community Cultural Wealth Model rooted in Critical Race Theory informs the cultural assets and forms of capital first-generation students bring with them, challenging deficit-based narratives and highlighting the strengths embedded in their identities. Together, these frameworks reveal how equity-driven support systems empower first-generation students, fostering resilience, affirming their cultural wealth, and promoting long-term academic achievement.

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