Date of Award
3-30-2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D.)
School Name
Annsley Frazier Thornton School of Education
Department
Education
Major Advisor
Dr. Elizabeth Dinkins
Second Advisor
Dr. James Archibald
Third Advisor
Dr. Emily Howard
Fourth Advisor
Dr. Tamekka Cornelius
Abstract
Black first-generation graduate students remain underrepresented in higher education programs and often navigate academic environments shaped by racialized expectations and limited access to institutional resources. The purpose of this interpretative phenomenological analysis (IPA) was to explore the lived experiences of Black first-generation graduate students and recent graduates enrolled in Higher Education and Student Affairs (HESA) master’s programs at predominantly White institutions (PWIs). Guided by two research questions and grounded in Lin’s Social Capital Theory (2001, 2010), this study examined how participants described their graduate school experiences and the challenges and barriers they encountered while navigating predominantly White academic environments. Ten participants who identified as Black and First-generation college graduates and who were currently enrolled in or recently graduated from HESA master’s programs participated in two semi-structured interviews. Data was analyzed using interpretative phenomenological analysis to understand how participants made meaning of their experiences. Three emergent themes emerged: 1) identity negotiation and emotional labor as ongoing processes shaped by hypervisibility and pressure to conform to dominant norms, 2) institutional barriers and racialized experiences that limited belonging and access to resources, and 3) the intentional cultivation of social capital through mentorship, peer networks, and faculty relationships to navigate these barriers. Findings highlight the importance of equitable access to mentorship, institutional knowledge, and culturally affirming support structures for Black first-generation graduate students.
Recommended Citation
Lee, Danielle E., "Seen, Unseen, and Navigating Between: The Lived Experiences of Black First-Generation Graduate Students in Higher Education and Student Affairs Master’s Level Programs" (2026). Graduate Theses, Dissertations, and Capstones. 213.
https://scholarworks.bellarmine.edu/tdc/213