First-Generation African-American College Graduates:The Lived Experiences of Six Urban Charter High School Alumni

Abstract

This phenomenological, qualitative research study explored, by means of in-depthinterviews, the lived experiences of six graduates of an urban college-preparatory publiccharter high school, including their pre-college preparation, focusing especially on howthat preparation and other factors impacted their college experiences, leading to theirsuccessful attainment of college degrees. The choice of a phenomenological, qualitativedesign was dictated by the study’s purpose, which was to illuminate the essence of thelived, college-going and college graduation, experiences of these participants. Thestudy’s theoretical framework interwove four ideas: (1) A brief history of publiceducation in America, including attempts over the years to reform the system so it bettermeets the needs of society, parents and students; (2) Choice, vouchers, and marketoriented reforms including the peculiar problems of urban or inner-city education, andMissouri’s charter school legislation; (3) Tinto’s theory of college departure, along withthe phenomenon of first-generation college students (FGCS) and the challenges they facein transitioning to college; finally, (4) Salient non-academic factors that bear on thecollege success of FGCS, such as the role of parents, family, and peers, and students’dispositions. Findings were that participants perceived their high school preparation, thesupport and expectation of friends and family, college professors who supported but alsochallenged them, and their own sense that the college they chose to attend was a good fitfor them, were important factors in their college successes.