Examining the Role of Parental and Family Support in the Experiences of Cultural Mismatching for First-Generation College Students

Abstract

Background: As first-generation college students (FGCS) are more likely to have their needs go unmet and have lower rates of graduation than their continuing education peers, it is important to investigate the role of parental and family support and how these can be used to buffer negative experiences of cultural mismatching. The dominant literature views FGCS from a deficit-based approach and perpetuates that the parents of FGCS are a barrier that FGCS must overcome, contradicting the fact that all students report parental and family support as important resources. Research Questions: This study therefore examines how FGCS experience parental and family support and how that relates to their perceptions and experiences of cultural mismatching as university students. Sub-questions further examine the importance of identity and parenting styles in relation to such experiences. Methods: Data was collected through in-depth, semi-structured interviews with 13 FGCS enrolled at a Dutch research university during the 2022-2023 academic year. Results: All FGCS perceived parental and family support as a beneficial resource, though not all participants received such support. FGCS who reported low parental support and involvement, i.e, the accomplishment of natural growth, described using their self-motivation and discipline to persist and navigate struggles to acclimate to the university culture. Those who reported frequent parental support and involvement, i.e., concerted cultivation, used those instances to cope with setbacks and feelings of cultural mismatching. Conclusion: This research demonstrates that parental and family support is an instrumental resource for FGCS and that continued emotional support from parents helps to mitigate the cultural mismatching experienced by FGCS.