Navigating the Academic Maze: First-Generation Faculty, Career Trajectories and the Search for Institutional Belonging

Abstract

This dissertation explores the career trajectories and professional experiences of first-generation faculty at a public research university. The study addresses the gap in understanding how the first-generation identity shapes the sense of belonging in academia. Using an embedded case study design, the research was conducted at Southwest University, where the institution served as the macro case, colleges as the micro cases, and individual participants as the nano cases. Data was collected from 24 full-time first-generation faculty members across 14 academic disciplines through semi-structured interviews, a review of promotion guidelines, and an analysis of curriculum vitae. A multi-level analysis revealed four overarching themes: (1) Cracking the Code: The Hidden Curriculum and Social Capital Divide, (2) The Academic Balancing Act: Teaching, Service, and Burnout, (3) The Power of the Village: Mentorship, Community, and Institutional Gaps, and (4) Flipping the Script: Pushing Back Against Prestige Culture. The analysis is framed by a conceptual framework that integrates Bourdieu’s concepts of capital and habitus, Rios et al.’s expanded framework of funds of knowledge, and Becher and Trowler’s conceptualization of disciplinary cultures. The implications of this study enhance our understanding of the first-generation identity and its impact on career development. The findings support the demystification of academic norms and the enhancement of institutional support for faculty career trajectories. This study highlights the importance of structured mentorship, transparent career expectations, and interdisciplinary collaboration as key factors contributing to a first-generation faculty member’s sense of belonging in academia.