The Critical Race Theory: Analysis And Factors Of First-Generation Students Success

First-generation students, and their success or lack there of, are considered as a social problem due to their ability or inability to contribute to society. These students navigate college often on their own with little to no help from their parents, and with smaller support systems than their peers. Conversations about first-generation students often surround access to college, but a growing concern in social science is about first-generation students’ success in institutions of higher education and graduation rates. Navigation of colleges and universities is highly steeped in both social and cultural capital, therefore we find both essential when analyzing and discussing factors that influence first-generation student success. As first-generation

In order to analyze these factors we will be using the Critical Race Theory (CRT). The CRT was developed in the 1970s in order to bring attention to race in the court and in law (Iverson 2007). Now, it will be used to shine light on racist practices that occur on campuses, which hinder first-gen student’s ability to succeed. In Fisher’s study we explore the transition Black and Hispanic students go through based on data from the National Longitudinal Survey of Freshman, a national probability sample of nearly 4,000 first-time students entering selective colleges and universities in 1999 (Fisher). It was found that “the way minority students adjust to campus life is also influenced by structural and environmental aspects of the campus”. Even more impactful, minority students had much higher negative perceptions of the racial climate on their campuses than white students. However, Black students had an even higher negative perception. With the rise of Black students, 14.9% from 1976 to 2000, and Hispanic students, 25.4%, it is vital that schools of higher education make their campuses minority friendly so that students feel comfortable and are able to succeed as best as they