Abstract
This qualitative, constructivist grounded theory study explored two research questions: 1) How do first-generation college students of color (FGCSOC) define college success? and 2) What supports and structures do FGCSOC believe are paramount in reaching these measures? Participants included 11 students attending three universities in the Midwest United States who represented a diverse range of social identities. I collected data through semi-structured interviews, student-created visual representations, and a focus group. I analyzed interview, visual, and focus group data using Charmaz’s (2014) grounded theory methodology through iterative coding and constant comparison. Analysis identified five major themes across the research questions. For Research Question 1, themes included agents of community impact, reappropriation of success measures, and belief in the transformative power of higher education. For Research Question 2, themes included self as a driver of success and the fabric of student success. Findings culminated in a collaboratively developed emerging theory of support and success for FGCSOC, illustrated by a visual model outlining essential elements of support and five guiding principles for enacting them. I analyzed and interpreted the findings through the critical frameworks of Intersectionality and Funds of Knowledge (FoK). This study offers insights and recommendations for understanding and supporting the success of first-generation college students of color in higher education.