Date
4-7-2026
Department
School of Education
Degree
Doctor of Philosophy in Higher Education Administration (PhD)
Chair
Matthew O. Ozolnieks
Keywords
college transition, financial aid, first generation, parents
Disciplines
Higher Education
Recommended Citation
Richard, Travis Anthony, "The Experiences of the Free Application for Federal Student Aid in Parents of First-Generation College Students: A Phenomenological Study" (2026). Doctoral Dissertations and Projects. 8159.
https://digitalcommons.liberty.edu/doctoral/8159
Abstract
The purpose of this phenomenological study was to investigate the experiences of parents of first-generation college students in the Free Application for Federal Student Aid process. The theory guiding this study was the Cultural Capital Theory, initially conceptualized by Pierre Bourdieu, as it focused on how cultural capital was transmitted within families and how it reinforced class distinction. With the increasing emphasis on higher education as a pathway to socioeconomic mobility, understanding the barriers and facilitators faced by these parents was crucial. The central research question guiding this study is: "What are the lived experiences of parents of first-generation college students with the FAFSA process?" The study delved into sub-questions that examined the challenges, support systems, emotional journey, cultural and social influences, and the overall impact on family dynamics and perceptions of college readiness. This research was particularly relevant as it sought to illuminate the nuanced and often overlooked experiences of a critical demographic in the pursuit of higher education access. Using a qualitative phenomenological approach, the research captured the rich, detailed narratives of 20 parents who have recently completed the FAFSA process. Data collection methods included in-depth, semi-structured interviews and reflective journal prompts, allowing participants to share their stories in their own words. Findings revealed that parents experienced significant emotional strain, including fear of mistakes, confusion, and guilt, but also pride and hope upon completing the process. Barriers such as technical language, lack of guidance, and limited digital access were common, while family role reversals and reliance on community networks emerged as critical supports.
