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First-Generation Women and Identity Intersectionality / Georgia Kouzoukas.
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Kouzoukas, Georgia, author.
- Language:
- English
- Subjects (All):
- Higher education.
- Educational sociology.
- Women's studies.
- Ethnic studies.
- Higher Education--Penn dissertations.
- Penn dissertations--Higher Education.
- Local Subjects:
- Higher education.
- Educational sociology.
- Women's studies.
- Ethnic studies.
- Higher Education--Penn dissertations.
- Penn dissertations--Higher Education.
- Genre:
- Academic theses.
- Physical Description:
- 1 online resource (217 pages)
- Contained In:
- Dissertation Abstracts International 79-01A(E).
- Place of Publication:
- [Philadelphia, Pennsylvania]: University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2017.
- Language Note:
- English
- System Details:
- Mode of access: World Wide Web.
- text file
- Summary:
- With a considerable focus to increase America's degree completion rates amongst our diverse population, higher education policymakers and researchers have examined the college access, persistence, and completion rates of first-generation students. However, minimal research has addressed the heterogeneous student population through a gendered or intersectional lens. To provide nuance to first-generation scholarship and identity development, the dissertation employed a narrative inquiry approach to examine the meanings five first-generation women made as they understood their intersecting identities within unique institutional contexts. Findings from the study are the following: the women defined themselves as individuals with multiple identities and not solely on their first-generation status; the saliency with which individuals associated with a first-generation identity varied; an initial identity conflict regarding first-generation status catapulted the women's understanding of other social dimensions and allowed them to transition from processing each identity in isolation to an intersectional conception of self; identity development was an evolving process with the saliency of social dimensions fluctuating based on temporal and situational contexts; and some women were not adequately challenged to reflect on their gender identity. The conclusions from the study will add to the knowledge base not only on first-generation students, but undergraduate women's advantaged experiences, and identity intersectionality within higher education.
- Notes:
- Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
- Advisors: Shaun R. Harper; Committee members: Laura W. Perna; MaryBeth Walpole.
- Department: Higher Education.
- Ed.D. University of Pennsylvania 2017.
- Local Notes:
- School code: 0175
- ISBN:
- 9780355219067
- Access Restriction:
- Restricted for use by site license.
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