Date
8-29-2025
Department
School of Nursing
Degree
Doctor of Philosophy in Nursing (PhD)
Chair
Rachel Joseph
Keywords
nursing, nursing program, first-generation, historically Black colleges, universities, HBCU
Disciplines
Nursing
Recommended Citation
Cuffee, Ari L., "Experiences of First-generation Nursing Students After Their First Year at an HBCU: A Transcendental Phenomenological Study" (2025). Doctoral Dissertations and Projects. 7442.
https://digitalcommons.liberty.edu/doctoral/7442
Abstract
The purpose of this transcendental phenomenological study was to explore the lived experiences of first-generation nursing students (FGNS) after their first year at a Historically Black College or University (HBCU). The central research question asked, “What are the lived experiences of first-generation nursing students who have completed one year at a Historically Black University?” The theoretical framework that guided this study was Banks’ theory of multicultural education. This theory demonstrated how educators taught FGNS using the multicultural education paradigm with strategies and procedures to make provisions for culturally, racially, and ethnically diverse students. Data were analyzed using Moustakas’ interpretive phenomenological analysis method, primarily through semi-structured interviews, observation/field notes, and journaling from 13 FGNS at various HBCUs. Academic and non-academic factors that facilitated their success as FGNS were examined. The four themes that emerged were as follows: (a) academic journey in HBCU, (b) holistic support for development and success, (c) barriers, challenges, and pressures, and (d) empowered communication. The findings of this study clarify the essential components that help FGNS succeed throughout their nursing education path.
