Date of Award

2026

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Catherine DiMartino

Second Advisor

Katherine Aquino

Third Advisor

Joan Birringer-Haig

Abstract

First-generation college students represent a significant and growing demographic within higher education, facing unique challenges in navigating their educational path. This phenomenological study explored the lived experiences of first-generation college students (FGCS) by focusing on their relationships with siblings and their influence on academic success. Prior research has primarily focused on the disadvantages faced by FGCS compared to their counterparts in continuing-generation college students. At the same time, little attention has been given to the differences among FGCS between the first sibling to attend college and those who follow older siblings into higher education. This study aimed to address that gap by examining the impact of sibling relationships on FGCS’ navigation of higher education, access to resources, and overall academic and personal development. Findings revealed distinct differences between students who were the first siblings to attend college and those with older siblings in college, particularly in their preparedness, confidence in navigating higher education institutions, and willingness to seek support. Sibling relationships served as a critical source of cultural and navigational capital, shaping students’ sense of belonging, motivation, and access to institutional resources.

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