Date of Award

2026

Document Type

Thesis (Master's)

Department or Program

Master of Arts in Liberal Studies

First Advisor

Sienna Craig

Second Advisor

Donald Pease

Third Advisor

Janice McCabe

Abstract

First- generation college students (FGCS) often face challenges adapting to the academic and social environments of elite institutions like Dartmouth College. Lacking familial experience in higher education, they must decode unspoken institutional norms, contributing to stress, social isolation, and barriers to accessing institutional support. This study examines how FGCS experience academic pressure, social belonging, and engagement with campus systems, and how these shape their personal and professional trajectories. Drawing on participant-generated audio diary journals with alumni, qualitative interviews with faculty and staff, and a review of existing literature, this research highlights the interplay of academic stress, coping strategies, cultural capital, and intersectional identities in shaping FGCS outcomes. Findings suggest that while academic stress is a significant barrier, structured support programs, mentorship, and peer networks play a critical role in fostering resilience and reducing uncertainty. Additionally, institutional fluency—the ability to interpret and operate within implicit norms and campus systems— is essential for academic success and long-term professional development. By emphasizing the roles of social support, help-seeking pathways, and identity negotiation, this study contributes to scholarship on educational equity, social mobility, and the long-term impact of higher education on FGCS post-graduate trajectories.

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