Date of Thesis

Spring 2025

Description

The purpose of this study is to examine the educational experiences of second-generation students at a selective, predominantly white liberal arts institution, in order to better understand what types of factors and practices contribute to their success, and how successful educational trajectories intersect with racial, ethnic, cultural and gender identities. To explore this, hour-long interviews were conducted, diving deeper into the educational experiences of second generation immigrants, also considering the lives of previous generations such as parents and grandparents. Interviews were transcribed and coded, uncovering patterns and themes that existed across participants’ experiences. Findings revealed that second generation immigrants at Bucknell University find great support in their families, whether that refers to siblings, parents, or grandparents. In addition, faculty and staff play a vital role in the success of students once they arrive at Bucknell. Culture also acts as a protective factor, as these connections to their heritage help them to not only make it to college but thrive once in this setting. While being admitted to college is a major feat, a significant factor relating to this success is the resources available to students prior to their participation in higher education, such as private schooling and advanced placement courses. While the second generation immigrants in this study are largely successful, many desire greater representation and spaces on campus where they feel they belong, as individuals who are often left feeling “in-between.”

Keywords

Second Generation, Immigrant, Identity, Success, Higher Education, Culture, Support

Access Type

Honors Thesis

Degree Type

Bachelor of Arts

Major

Education

Second Major

Psychology

Minor, Emphasis, or Concentration

Women's and Gender Studies

First Advisor

Ramona Fruja

Second Advisor

David Rojas

Third Advisor

Matthew Clark

Download

Share

COinS