A Critical Examination of First-Generation Faculty Scholarship: Demonstrating the Need for Intersectional, Empirical Analysis
Document Type
Article
Publication Date
2-22-2024
Publisher
American Psychological Association
Source Publication
Journal of Diversity in Higher Education
Source ISSN
1938-8926
Original Item ID
DOI: 10.1037/dhe0000560
Abstract
The triumphs, tribulations, and trials associated with first-generation status during the undergraduate years are well-established in educational research; however, limited scholarship systematically investigates the dispositions, experiences, and practices of first-generation faculty (FGF)—that is, former first-generation college students who have joined the professoriate. In this critical review of literature, the authors identified and analyzed 173 sources, uncovering five dominant themes—(a) negotiating a discordant culture, (b) reframing success, (c) relating to family, (d) seeking social networks, and (e) leveraging identity—that provide insights into how FGF navigate the social, cultural, and professional norms of the academy. Despite recent expansions that center FGF of color, this scholarship largely centers White academics from a narrow set of disciplines whose experiences are captured through personal narratives. Thus, we argue that an intersectional orientation toward first-generation status is critical for systematic, empirical engagement with its long-term implications, complexities, and complications, and any relationship to equity-oriented work on behalf of marginalized students among FGF. Given the definitional concerns, the limited demographic and methodological diversity of this scholarship, and the predominance of retrospective personal narratives, we conclude by advocating for the development of a robust research agenda focused on FGF and offering three critical questions that can guide systematic inquiry into FGF experiences, practices, and outcomes. Implications for equity in higher education are discussed.
Recommended Citation
byrd, derria and Siddiqui, Noreen, "A Critical Examination of First-Generation Faculty Scholarship: Demonstrating the Need for Intersectional, Empirical Analysis" (2024). College of Education Faculty Research and Publications. 621.
https://epublications.marquette.edu/edu_fac/621
Comments
Journal of Diversity in Higher Education, 2024. Online before print. DOI.