Identity development of black students during the first year

[摘要] English: In this study, black first-generation students' experiences related to identity development during their first year at a higher education institution were explored. Students who are the first in their family to attend higher education embark on a life-changing journey like neither they nor anyone in their family have experienced. These students' higher education experiences have the potential to shape their lives and identities.Theorists use student development theories to understand and describe the unique development trajectories students, a subgroup of individuals forming part of the population of emerging adults, experience during their time at university. This study is based on the theoretical framework of Arthur Chickering's student development theory. Chickering determines that students move through seven vectors during their time at university. The seven vectors include developing competence, managing emotions, moving through autonomy to interdependence, developing mature interpersonal relationships, establishing an identity, developing purpose, and developing integrity.This qualitative research study followed a case study approach embedded in an interpretive paradigm. Purposive sampling and snowball sampling were used to select black, first-generation students from the University of the Free State. Ten participants took part in focus group discussions and individual interviews, where they had the opportunity to reflect on their first-year experiences related to their identities. The data were analysed by using thematic analysis, reconstructing participants' experiences into main and subthemes. The following six main themes emerged: 'My emotional reaction when confronted with the challenge of higher education; 'My people at home; 'My social networking on campus; 'Being exposed to a diverse student population; 'Becoming independent; and 'Getting to know myself.A significant factor in black first-generation students' identity development appears to be the influence of other individuals on their development. Black first-generation students' ability to remain connected at home while forming new social connections on campus enabled them to feel safe in their exploration of new worldviews, relationships, and occupational considerations. Black first-generation students' unique progression in vector attainment confirms the importance of research on the application of Chickering's theory in a more diverse higher education environment.

[发布机构] University of the Free State