First-generation law students' perceptions of their undergraduate academic advising experiences: an interpretive phenomenological analysis.

• Online Access: http://hdl.handle.net/2047/D20350256

The majority of research on first-generation college students focuses on undergraduate experiences and retention rates. Once first-generation students complete their undergraduate degree, some may find themselves hoping to enroll in graduate school. Yet, first-generation students are less likely than their peers to enroll in graduate school, even when controlling for key variables, like GPA. First-generation college students who have matriculated into graduate and professional postbaccalaureate degree programs have been overlooked by scholars in the field, despite their successes being worthy of examination and replication. The purpose of this interpretative phenomenological analysis (IPA) study was to discover and describe the lived experiences of first-generation college students' journeys to law school and the undergraduate academic advisors that may have helped them discover pathways to achieve their graduate school goals. The researcher spoke with four first-generation college students that were currently enrolled in law school and asked them to reflect on their lived experiences working with their undergraduate academic advisors. Synder's hope theory served as the theoretical framework. The findings of this study highlight the role that higher education-related cultural capital has on a first-generation college student. The study also underscores that first-generation college students view their undergraduate academic advisor as an important institutional resource. Knowledge generated can inform undergraduate academic advising practices in order to better support first-generation college students with graduate and law school aspirations.--Author's abstract