Date of Award
Program or Major
Doctor of Philosophy
Andrew D Coppens
This study explores the ways in which rural, first-generation college (RFGC) students position themselves in relation to dominant cultural master narratives and potentially competing alternative narratives related to community and family processes, norms, life pathways, and choices after college. Evidence is drawn from in-depth narrative interviews with 15 RFGC students conducted both at school and in students’ home communities. The study contributes to an anti-deficit understanding of rural first-generation college students’ college experiences and identity by focusing not on challenges and barriers but on the ways individuals both align and agentically reject dominant cultural narratives as well as the ways rural youth create new stories and possibilities.
Jusseaume, Sarah, "NARRATIVE INSIGHT INTO HOW RURAL, FIRST-GENERATION COLLEGE STUDENTS AND THEIR FAMILIES ESTABLISH NON-DEFICIT, MULTI-SITED IDENTITIES" (2023). Doctoral Dissertations. 2740.