Abstract
This qualitative, phenomenological study examined factors that impact the experiences of belonging of first-generation students who began their pursuit of higher education at a community college and persisted until their final year of their baccalaureate degree at the same mid-sized private university in the Midwest. Participants included eight students who attended four different community or two-year colleges prior to transferring to their baccalaureate institution. I conducted eight in-depth semi-structured interviews and used photo elicitation as an additional research strategy. Participants were able to choose an in-person interview or a Zoom interview. I used open coding to analyze the interview transcripts and identified five themes: connections build community, unveiling the hidden curriculum, space creates place, meet me where I am, and the role of family. I interpreted the findings using Nunn’s (2021) and Strayhorn’s (2019) frameworks of belonging and Schlossberg’s (1984) theory of transition. This study provides recommendations to stakeholders including higher education faculty, staff, and administrators.