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This retrospective study assessed how first-generation college students (FGCS) configured their relational and academic/career identities. Forty-one FGCS completed a lifeline mapping their academic and relational high points, low points, and turning points in high school and college. They then explained these points in a semi-structured interview. While most FGCS experienced a high point after being admitted to college, during their first year they coped with academic and relational low points. We used thematic analysis to derive codes for these experiences and then, holistically classified participants into identity configurations. As predicted, the identity synthesis/assimilation configuration was most frequent. The results are discussed in the context of identity development in college-going FGCS and how their multiple identities support or challenge their academic persistence.
DerSarkissian et al. (Sun,) studied this question.