Stories as knowledge: Bringing the lived experience of first-generation college students into the academy

Research output: Contribution to journalArticle

27 Scopus citations

Abstract

This longitudinal study of first-generation, low-income students examines the impact of their participation in a multicultural learning community (MLC) designed to challenge the isolation and marginalization they experience at a large, predominantly White research university. The MLC employed multicultural curriculum and critical pedagogy to bring students' lived experience and narrative to the center of their learning experience. Qualitative data in the form of reflective writings and retrospective interviews showcase how first-generation students are validated as knowers and can cultivate a sense of belonging at the academy when their cultural wealth is incorporated into the classroom space.

Original languageEnglish (US)
Pages (from-to)533-553
Number of pages21
JournalUrban Education
Volume45
Issue number4
DOIs
StatePublished - Jul 1 2010

Keywords

  • First-generation students
  • Learning communities
  • Multicultural curriculum
  • Narratives

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