| This study of the academic life histories of four high achieving first generation college women of color at a predominantly White Midwestern university explored factors in the formative and collegiate educational experiences that have led to the women's exceptional academic success. The questions that provided direction for the research were: (a) What are the defining moments in the pre-college and college experiences of gifted first generation college women of color? (b) What facilitates or provides an obstacle to high achieving women in the pre-college years and while in college? (c) To what or whom do high achieving first generation women of color attribute their academic success and finally, (d) What are some interventions that could serve as catalysts to enable the positive academic identity development of other first generation college students?;Each woman's history uniquely contributes to the discussion of ways in which early academic and non-academic challenges can fuel subsequent academic achievement. By using aspects of cultural identity and heritage, learning the language of the academy, applying lessons learned in other non-academic environments, and making decisions based on a strong internal foundation, the women's histories chronicled in this research provide a counternarrative to existing research that nearly uniformly claims the academic German frailty of first generation students and students of color. Family, school, and peer support are cited as critical to the success of the young women but their influence is moderated by each student's internal drive and ability to make independent decisions. As such, the women show signs of self-authorship as they make meaning of their school experiences and academic paths.;Findings suggest that middle school interventions, intensive secondary school relationships with teachers and administrators, college enrichment programs and the peer relationships they foster may be particularly facilitative of academic success for these talented young women. The life histories presented are instructive regarding how a student can build and negotiate a positive academic identity development during their K-16 school career without the benefit of having an immediate family member who is personally familiar with what it is like to attend college. They also suggest strategies for educational institutions and practitioners seeking to improve the school experiences for first generation college women of color. |
