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Findings highlight mentorship, financial assistance, family influence, intersectional dynamics such as race and motherhood, and crisis support, with particular attention to the COVID-19 pandemic.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Phenomenological Study  \nErin Messmer  \nEast Tennessee State University  \nJill Channing  \nEast Tennessee State University  \nThis phenomenological study explored the perceptions of support first-generation women students enrolled in college have. Eleven first-generation women students who were enrolled in undergraduate and graduate programs across the United States completed one-on-one interviews. The participants explained the support they felt from family, friends, and members of their institutions, as well as areas where further support could be given. Key themes emerged, such as the role of mentorship, the need for financial assistance, the role of family, the roles of intersectional factors such as race and motherhood, and the offering of support during a crisis, particularly the COVID-19 pandemic.  \nKeywords: first-generation women students, mentorship, COVID-19  \nEducation Leadership Review of Doctoral Research, Volume 10, Fall 2022 89  \nAmong the large number of students attending college in the United States of America is a unique group known as first-generation students. These students have been described as students whose parents had no more than a high-school education (Ward et al., 2012) . They have also been defined as students whose parents may have begun college but never completed their baccalaureate degree (Ward et al., 2012) . Whether their parents have limited or no higher education experience, first-generation students are generally viewed as a group in need of support (Ward et al., 2012) .  \nFirst-generation students are more likely than their peers to have poor academic preparation for college, limited knowledge about college curriculum, and fewer available finances (Ward et al., 2012) . Chatelain (2018) argued that first-generation students are guidedon how to achieve good grades and to be admitted to a university, but they are not given guidance on how to navigate the world of higher education once they get there. First-generation students are at a distinct disadvantage upon their college admittance.  \nFirst-generation students face a unique set of challenges and, as such, need multiple types of support. The intersectionality of race, gender, and socioeconomic class play a role in the development of students’ identities. It also creates opportunities and challenges for them. For example, first-generation students struggle to become active members of campus life due to work and life obligations (Pascarella et al., 2004) . Higher education institutions can play a critical role in offering support to this student population.  \nStatement of the Problem  \nThe problem addressed in this study was that first-generation women students may experience critical differences in the amount of support they receive while enrolled in college in comparison to their non-first-generation peers. These problems can be exacerbated by the multiple intersections of their identities and may not be fully known by higher education administrators. The purpose of this phenomenological study was to understand these challenges further through the lived experiences of first-generation college women, as well as to understand what support they perceived receiving and not receiving. In this study, support was generally defined as any form of guidance, assistance, or mentorship offered by family, friends, or branches of/people working at higher education institutions the student was attending. First-generation college students were defined as students whose parents or single parent did not have a four-year college degree at the time of the interview. Women were defined as anyone who identified as such, either cisgender or transgender.  \nLiterature Review  \nThe differences between first-generation students and their peers are apparent upon their college enrollment. Phillips et al. (2020) state that higher education is seen as “the great","cbCaiu6VntK08Whq","https://ap.wps.com/l/cbCaiu6VntK08Whq","pdf",191224,"English","# Statement of the Problem\n# Literature Review\n## Differences Between First-Generation and Non-First-Generation Students","[{\"question\":\"What is the main focus of this phenomenological study?\",\"answer\":\"The study explores how first-generation women students perceive the support they receive while enrolled in college, including both what they do receive and what they do not receive.\"},{\"question\":\"Who participated in the study and how was data collected?\",\"answer\":\"Eleven first-generation women students in undergraduate and graduate programs across the United States participated in one-on-one interviews.\"},{\"question\":\"What key support themes emerged from participants’ experiences?\",\"answer\":\"Themes include mentorship, the need for financial assistance, the role of family, the impact of intersectional factors such as race and motherhood, and support offered during crises, especially the COVID-19 pandemic.\"}]","First-Generation Women Students’ Perceptions of Support While Enrolled in Higher Education Institutions - A Phenomenological Study | PDF",1792094132,48]