Managing Intersectional Invisibility and Hypervisibility during the Transition to College Among First-Generation Women of Color

In the current study, we examined the transition to college for first-generation women of color. Previous studies of first-year college experiences among groups with minoritized statuses have primarily focused on first-generation students or students of color separately, with little consideration of women within these groups generally, and first-generation women of color specifically. Drawing from work in Black feminist scholarship, we explored the transition to college from the perspective of first-generation women of color college students, examining the resources, strengths, and challenges experienced during this transition. Fourteen self-identified first-generation women of color students participated in semi-structured interviews. Respondents were asked a series of open-ended questions about their first-year college experiences, including family dynamics, social support, and mental health. Using thematic analysis, we identified five major themes-Identity, Imposter Phenomenon, Mixed Formal Support, Complicated Family Support, and Friendship, Social, and Emotional Support. Our findings suggest that first-generation women of color college students encounter unique challenges that warrant further investigation. Furthermore, we recommend structural programming (e.g., diversity initiatives), university policies (e.g., need-blind admissions), and increased faculty and staff diversity as strategies that will benefit all students and provide support for first-generation women of color college students.