I consider myself a storyteller by nature and come from several cultures with rich oral traditions and a deep reverence for passing knowledge through stories. This informs my qualitative approach to research using interviewing, counterstorytelling, and narrative inquiry, while using the theoretical frames of critical race theory, critical whiteness studies, raceclass analysis, and anti-deficit achievement to situate my research.

My dissertation research developed a better understanding of the academic success and graduation of first-generation, low-income (FLI, pronounced “fly,” Yaffe, 2017) college students of Color, who experience lower retention and graduation rates compared to their white, middle class continuing-generation peers (Engle & Tinto, 2008; Tate et al., 2014). It is imperative to understand more fully the factors which support positive educational outcomes and retention for FLI college students of color as this student population continues to grow across the US. 

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I conducted semi-structured interviews to create rich counterstories (Solórzano & Yosso, 2002) of success to counter previous research focused on student attrition (Tinto, 2012) and perceived student failures (Harper, 2010) by highlighting the classroom, out-of-class, and enriching off-campus educational experiences that support Black and Brown FLI student success.

Insights from successful FLI college students of Color offer the promise to change student services, campus culture, and institutional policies to increase FLI college students of Color retention and graduation rates. My dissertation research was used by Dr. Marty Otañez as the basis for a series of three community of practice professional development meetings for CU Denver faculty members.